^h  /^t 


S.  8.  UBR/^R^ 


BV  1533  .V55  1872 

Vincent,  John  Heyl,  1832- 

1920, 

Sunday-school  institutes  anc 

normal  classes 

SUNDAY-SCHOOL 


f  ujititutc5  and  ponnal  ^lasjicis. 


By    J.    H.    VIKCK^iT. 


"WITH  AX  INTRODUCTION  BY  ALFRED  TAYLOR. 


Thou  that  tcachest  another,  leachust  thou  not  thysolf  ?— St.  Paul. 


New   Yof\k:  ; 
C  A  R  L  T  O  X     &    L  A  N  A  H  A  N. 

SAN  FRANCISCO:   V.  THOMAS. 
CINCINNATI:    HITCHCOCK    &    WALDEN. 

SUXDAV-SCnOOL   DEPA.P.TMENT. 


Entered  accofdiug  to  Act  of  Coiigfess,  in  the  year   1872,  by 
CARLTON    &    L  A  N  A  H  A  N, 

in  the  Office  of  the  Librarian  of  Congress  at  "Washington. 


INTRODUCTORY, 


The  active  interest  which  the  author  of  this  book 
has  taken  in  urging  Sunday-school  teachers  to  a 
higher  ambition,  a  more  thorough  preparation,  and  a 
holier  consecration  to  the  work  of  their  Master,  gives 
force  and  authority  to  what  he  has  to  say  on  such  a 
valuable  department  of  teacher-training  as  the  Sunday- 
School  Institute. 

With  the  growth  of  our  work,  and  the  advancement 
of  the  standard  of  excellence  in  teaching,  the  increase 
of  the  demand  on  the  part  of  teachers  for  any  thing 
and  all  things  that  will  help  them  to  become  better 
workmen  in  the  Lord's  vineyard  is  as  gratifying  as 
it  is  vigorous.  The  time  was  wdien  the  teacher  was 
not  spending  much  effort  on  personal  improvement  in 
the  art  and  science  of  teaching ;  when  good  intentions 
w^ere  suffered  largely  to  take  the  place  of  skill  in  im- 
parting the  knowledge  of  divine  truth  ;  when  at  gath- 
erings of  Sunday-school  teachers  gratulation  at  the 
greatness  and  importance  of  the  work  was  more 
prominent  than  suggestion  for  improvement  in  the 
method  of  carrying  it  on. 

The  work  of  the  last  few  years  has  wrought  a  won- 
derful change.  The  teacher  who  was  formerly  satis- 
lied  with  his  attainments  is  now  asking  for  light  on 
his  teaching  work.     The  half-competent  teacher,  who 


2  Intkodl'ctoky. 

skimmed  over  his  lesson  and  gave  bis  scholars  a 
meager  amount  of  scriptural  infurniatiou  from  it,  is 
seeking  help  from  those  whose  experience  is  richer 
and  fuller  than  his  own.  The  teacher  vvho  studied 
the  lesson  carefully  for  himself,  but  forgot  to  consider 
how  to  impart  his  store  of  knowledge  to  bis  children, 
is  taking  lessons  in  the  real  teaching  work — the  science 
of  communicating  truth.  Teachers  who  in  former 
days  bad  little  more  than  speaking  acquaintance  with 
each  other  are  now  statedly  holding  delightfully 
profitable  meetings  for  edification,  counsel,  and  hard 
study.  Ko  man  has  contributed  to  this  gi'owth  and 
development  more  than  Dr.  Vincent,  and  no  means 
of  growth  shine  more  conspicuously  than  the  Sunday- 
School  Institute. 

From  its  necessarily  transient  character,  the  Sun- 
day-School Institute  has  its  imperfections.  Held  at 
long  intervals,  and  only  for  a  few  sessions  at  a  time, 
its  efiiciency  for  training  can  hardly  compare  wnth  that 
of  a  permanent  institution  holding  its  stated  sessions 
through  a  term  of  months  or  years.  We  may  hope  that 
the  march  of  events  in  Sunday-school  work  will  some 
day  bring  a  permanent  Normal  Class  into  every  Church 
as  a  part  of  the  Church  operations.  Such  an  adjunct 
to  Church  effort,  so  well  described  in  the  second  part 
of  this  work,  will  be  inestimably  valuable,  whether 
conducted  by  the  pastor,  tlie  superintendent,  or  some 
other  fully  competent  person  heartily  in  sympathy 
with  the  real  progress  and  development  of  Gospel  ef- 
fort in  behalf  of  our  children.  Until  such  a  perma- 
nent Church  Institute  becomes  general  we  must  de- 
pend on  such  Institutes  as  we  can  hold  from  time  to 
time,  as  they  have  been  held.  But  let  them  be  man- 
aged with  all  the  wisdom  which  experience  can  bring 


Introductoey.  3 

to  bear  ui)on  tliein.  Failures,  as  well  as  successes, 
iDiist  throw  light  on  tlie  best  ways  of  conducting  them. 
The  continual  growth  of  the  training  work  must 
modify  their  character  as  Institute  after  Institute  is 
held.  In  this,  as  in  every  other  branch  of  Christian 
work,  we  must  strive  for  constant  growth.  The  Insti- 
tute must  not  be  only  a  means  of  entertainment,  but 
a  school  of  real  study.  While  no  effort  should  be 
spared  to  make  it  so  interesting  as  to'attract  all  whom 
it  can  reach,  the  fact  should  be  uppermost  in  the 
minds  of  all  who  are  engaged  in  it  that  it  is  not  a 
convention  for  the  awakening  of  enthusiasm,  but  a 
training-place  for  those  v/ho  want  to  improve. 

This  book  will  be  especially  valuable  to  those  who 
contemplate  holding  Institutes,  and  seek  direction  as 
to  how  the  time  of  the  sessions  may  he  occupied  to 
the  best  advantage.  The  cliief  intirmity  of  many  an 
Institute  has  been  that  its  promoters  were  short  of  in- 
formation concerning  arrangement  and  management. 
For  the  lack  of  just  such  hints  as  are  here  given,  in- 
congruous subjects  have  been  infelicitously  grouped 
together,  and  discussed  by  brethren  whose  chief  qual- 
ification for  thus  taking  up  the  time  of  their  audience 
was  the  fact  that  they  occupied  certain  stations  in  the 
community  which  compelled  their  public  recognition 
in  this  way.  A  committee  having  an  Institute  in 
charge  can,  by  the  use  of  this  volume,  avoid  coming 
in  contact  with  such  a  stumbling-block.  The  pro- 
grammes which  are  here  given  are  of  themselves  val- 
uable hints,  and  their  importance  in  tracing  the 
growth  of  the  Institute  work  is  so  great  that  it  was  a 
happy  thought  thus  to  put  them  on  record.  The 
eminently  practical  tone  of  every  page  of  suggestion 
and  experience  is  so  marked  that  the  earnest  and  con- 


4  Tntrodixtorv. 

scientious  teacher  seeking  counsel  and  lielp  cannot  fail 
to  find  it. 

Teaclier  !  our  work  is  bnt  in  its  infancy.  While 
we  rejoice  in  its  past  growth,  triumph  in  its  present 
condition,  and  glory  in  its  coming  prospects,  let  us, 
with  every  lesson  we  study,  and  every  hour  we  spend 
in  teaching,  more  and  more  feel  our  ignorance,  our 
infirmities,  and  our  need  of  going  to  our  blessed 
Teacher  and  Guide  for  light  and  help.  Our  Father 
will  kindly  take  his  children  by  the  hand  and  help  us 
do  our  work  so  as  to  enjoy  his  favor.  Our  Eedeemer 
will  journey  with  us  and  make  our  hearts  burn  as  he 
lightens  our  path.  Our  Comforter  will  help  our 
infirmities,  and  give  us  the  joy  and  the  peace  with 
which  he  crowns  the  faithful.  *'A7id  let  the  heauty 
of  the  Lord  our  God  he  %ipon  us  :  and  establish  thou 
the  work  of  our  hands  upon  us  ;  yea^  the  work  of  our 
hands  establish  thou  itP  A.  T. 


CONTENTS 


THE  SUNDAY-SCHOOL  TEACHERS'   INSTITUTE. 

Page 

I.  The  Place  and  Aim  of  the  Sunday-School 9 

II.  The  Sunday-School  Teacher  Needs  Preparation 10 

III.  AVhat  Preparation  is  Needed IB 

IV.  Facilities  for  Preparation  Needed 16 

V.  Sunday-School  Institutes 19 

VI.  Sunday-School  Institute  Exercises 23 

VII.  Unity  in  the  Programjie .* 45 

VIII.  The  Superintendents'  Institute 49 

IX.  The  Local  Sunday-School  Teachers'  Institute 56 

X.  A  Course  of  Institute  Study 59 

XI.  Sunday-School  Institute  Programme 63 

XII.  Preparation  for  an  Institute 109 

XIII.  The  Officers  of  an  Institute 1 14 

XIV.  Sunday-School  Topics 117 

SUNDAY-SCHOOL  NOmiAL   CLASS. 

I.  The  Church  Normal  Class 129 

n.  The  Seminary     "            "     133 

HI.  The  Normal  Department 137 

IV.  The  Course  of  Study 142 

V.  The  Programme 151 

Appendix 171 

National  Convention  Announced  for  April.  1872 183 


PAET  I. 


THE 

SUNDAY-SCHOOL  TEACHERS^  INSTITUTE. 


I. 

THE  PLACE  AID  AIM  OF  THE  SUNDAY-SCHOOL. 


1.  It  is  the  mission  of  the  Church  of  Jesus  Christ 
to  secure  the  regeneration  and  sanctiiication  of  men, 
making  them  "  disciples,"  training  them  in  Christian 
truth,  experience,  and  service.  The  Church  is  the 
school  of  eternity,  where  immortal  souls  are  taught, 
and  thus  prepared  for  the  fellowship  and  service  of 
heaven. 

2.  This  blessed  work  of  regeneration  and  culture 
is  to  be  accomplished,  under  the  agency  of  the  Holy 
Spirit,  through  the  ministry  of  the  Christian  home ; 
the  pleadings,  admonitions,  and  instructions  of  the 
pulpit;  the  meditations  and  divine  communings  of 
the  closet;  the  discipline  and  experience  of  life;  the 
inspiring  service  of  the  social  meeting ;  and  last, 
though  by  no  means  least,  through  the  diligent, 
prayerful  study  and  teaching  of  the  word  of  God  in 
the  school  of  the  Church.  Let  us  call  this  last  the 
true  Church-school^  the  Bihle-school,  the  Bible- 
Service  of  the  Christian  Church. 

3.  The  Mission  Sunday-School  is  that  temporary 
substitute  for  the  regular  appliances  of  the  Church 


10       Sunday- School  Teachers'  Institute. 

wliicli  in  its  germ  existed  in  tlie  Jewish  system,  and 
is  provided  for  by  specific  scriptural  commands,  but 
wliicli  in  its  present  form  was  ])rojected  at  a  com- 
paratively recent  date.  It  is  desio^ned  to  do  the 
parents'  work  for  orphans  and  for  those  whose  homes 
are  silent  on  religions  matters.  It  is  designed  to 
bring  the  Gospel  to  those  who  do  not  hear  the  word 
preached.  It  proposes  to  inaugurate  tlie  Church 
with  all  its  appliances  where  hitherto  unkno\vn,  and 
especially  to  re-establish  the  religious  influence  of 
liome.  The  Mission  Sunday-School  is  the  Evangelist. 
The  Church  School  is  the  Pastor.  The  one  "  dis- 
ciples" men,  the  other  "instructs"  them.  Both 
contemplate  the  same  ultimate  object — salvation. 
Both  depend  upon  one  agent — the  Holy  Ghost.  Both 
use  one  text-book — the  word  of  God. 


II. 
THE  SUNDAY-SCHOOL  TEACHER  NEEDS  PREPARATION. 


1.  It  is  difficult  to  ovefrestimate  the  importance  of 
the  Sunday-school  teacher's  call.  He  comes  before 
his  pupil  in  the  parent's  place,  with  the  preacher's 
theme — to  do  a  parent's  and  a  pastor's  work. 

2.  First  of  all,  the  Sunday-school  teacher  needs 
personal  piety.  Ko  one  can  teach  the  Gospel  of  the 
Son  of  God  without  some  experience  of  his  grace. 
Can  the  blind  teach  painting?  Can  the  deaf  teach 
music?  We  remember  who  asked  the  question,  and 
to  whom :  "  Art  thou  a  master  of  Israel,  and  knowest 
not  these  things?  " 


Sunday- School  Teachers'  Institute.      11 

3.  But  with  grace  tlie  teacher  needs  knowledge.  His 
success  depends  largely  iipon  his  personal  relations 
with  Jesus.  But  much  also  depends  upon  his  fond- 
ness for,  and  familiarity  with,  the  word  of  God,  and  the 
eagerness  and  aptness  with  which  he  comes  to  teach 
it.  The  divine  grace  readies  the  heart  through  the 
divine  truth.  Man  is  "  born  again,"  and  "  sancti- 
fied," by  the  word  of  God,  The  teacher  must  himself 
have  a  knowledge  of  the  truth  to  be  taught. 

4.  He  should  understand  the  principles  involved  in 
'the  work  of  teaching.  ISrod's  grace  operating  upon 
character  through  truth  communicated  to  tlie  intel- 
lect does  not,  ignore  the  laws  of  intellectual  action. 
"When  God  called  his  ministers  he  prepared  them  by 
fire — a  symbol  of  force.  The  fire  of  Pentecost  was  a 
tongue  of  fire — a  symbol  of  s])eech.  It  rested  upon 
the  heads  of  the  apostles,  thus  by  a  flaming  sign 
indicating  the  true  power  of  the  gospel  ministry — 
man's  intellect,  enlightened  and  vivified  by  the  divine 
wisdom  and  love. 

Plain  men,  indeed,  were  the  fishermen  of  Galilee 
'who  first  taught  the  Gospel,  but  they  were  not  un- 
educated men.  They  may  not  have  been  familiar 
w'ith  the  subtleties  of  Greek  philosophy,  nor  were 
they  ranked  as  scholars  in  the  then  approved  Jewish 
schools.  But  they  w^ere  men  of  native  strength, 
taught  in  the  Hebrew  Scriptures.  They  enjoyed 
intimate  fellowship  with  the  wisest  of  teachers  for 
three  years.  They  were  earnest  men  ;  and  then,  there 
came  upon  them  a  supernatural  baptism.  This  gave 
them  power  over  the  dogmatists  of  Judea,  the  false 
philosophers  of  Greece,  and  the  masses  of  tlie  people, 
both  Jews  and  Greeks. 

5.  The  standard  of  secular  education  in  this  coun- 


12      Sunday- School  Teachers'  Institute. 

try  is  so  high,  and  the  appliances  employed  so  perfect, 
that  the  Sabbatli-school  must  elevate  its  standard  if  it 
would  maintain  its  power.  Children  measure  their 
teachers  in  these  days.  Many  of  them  are  able  to  do 
it.  No  sincerity  of  character  or  earnestness  of  effort 
can  compensate  for  a  poorly  prepared  lesson,  or  for 
habitual  incompetency  on  the  part  of  a  Sunday- 
school  teacher.  It  is  a  lamentable  hinderance  to 
one's  success  in  this  field  to  have  his  scholars  con- 
trasting his  matter  and  style  of  teaching  with  those 
of  ordinary  teachers  in  the  public  schools,  or  detecting 
the  sophisms  or  superficial  evasions  of  his  explana- 
tions. It  is  not  only  that  the  teacher  suffers  in  the 
estimation  of  his  scholars,  but  the  system  of  truth  he 
represents  also  suffers  loss. 

6.  All  truth  is  divine.  We  may  regard  the 
teachers  of  natural  science  and  mathematics  in  our 
public  schools  and  academies  as  so  many  embassadors 
of  God  to  the  soul  of  the  child.  In  the  Sunday- 
school  we  have  cliarge  of  another  department  of 
divine  teaching.  Ours  is  the  ethical  and  spiritual, 
and  we  deal  with  intellect.  We  seek  to  exalt  and 
sanctify  it — to  connect  it  with  a  *'  pure  conscience  " 
and  a  redeemed  heart,  that  it  may  become  the  throne 
of  a  "  faith  unfeigned."  The  secular  teachers  tell 
the  little  ones  of  God  in  nature  ;  we,  of  God  in  grace. 
They  conduct  them  through  the  outer  courts  of  the 
cosmos  ;  we  lead  them  beyond  the  vail,  into  the  in- 
nermost sanctuary,  where  God's  voice  is  heard,  and 
where  man  may  commune  face  to  face  with  him. 
We  must,  therefore,  be  "  apt  to  teach."  We  are 
to  show  ourselves  "  approved  " — ''  workmen  that 
need  not  to  be  ashamed,  rightly  dividing  the 
word  of  truth."      Wisely  did  the  apostle  suggest  to 


Sunday- School  Teacheks'  Institute.      13 

Timothy,    "  Give   attendance   to  reading,"  ..."  to 
doctrine." 

All  these  considerations  impel  ns  to  offer  our  plea 
in  behalf  of  a  more  thorough  preparation  on  the  part 
of  Sunday-school  teachers  for  their  work. 


III. 
WHAT  PREPARATION  IS  NEEDED ! 


1.  The  Sunday-school  teacher  should  at  least  have 
a  tolerable  acquaintance  with  what  are  familiarly 
called  the  "  common  English  branches."  The 
i-easons  for  this  are  too  obvious  to  require  a  state- 
ment here.  We  are  acquainted  with  persons  who, 
notwithstanding  great  ignorance  and  habitual  vio- 
lation of  the  laws  of  English  grammar,  are  most 
successful  Sunday-school  teachers.  These  cases  are 
exceptional.  They  show  what  consecrated  hearts 
may  do.  When  some  one  complained  to  Rowland 
Hill  of  the  blunders  in  speech  of  one  of  his  plain 
preachers,  Hill  replied,  "  I^ever  mind  his  breaking 
grammar,  if  the  Lord  helps  him  to  break  the  poor 
sinner's  heart."  So  we  say  concerning  this  work  of 
Sunday-school  teaching.  Let  the  truth  be  taught  by 
earnest  hearts.  Let  the  living  water  be  dipped  from 
the  fountain  and  distributed  to  thirsty  souls.  If  this 
can  be  done  in  a  golden  chalice,  well.  If  God  ap- 
point for  the  service  some  marred  or  misshapen 
pitcher,  let  it  also  drop  into  the  crystal  depths,  and 
be  borne  dripping  with  living  waters  to  the  thirsty 
lips.     But   these    exceptions   in    the   line   of  divine 


14       Sunday- School  Teachers'  Institute. 

Providence  do  not  annul  the  law  of  human  prepara- 
tion. So  we  place  as  one  of  the  first  and  plainest 
requirements  in  tlie  teacher's  culture  a  tolerable 
knowledge  of  his  own  language  and  of  the  b^st  way 
to  use  it. 

2.  The  teacher  should  know  something  about  the 
Book  which  he  makes  his  text-book — the  Holy 
Bible.  He  should  know  something  of  its  construc- 
tion ;  how,  and  when,  and  where,  its  several  parts 
were  prepared  ;  in  what  languages  and  for  what 
specific  purpose.  He  should  know^  also  something 
about  the  "  canon  "  and  the  several  "  versions,"  espe- 
cially our  own  precious  English  version  ;  the  evidences 
of  genuineness  and  authenticity  the  Holy  Scrip- 
tures possess,  together  with  the  laws  of  interpretation 
and  criticism  which  are  applied  by  wise  biblical 
scholars  to  this  sacred  volume — all  these  sliould  have 
a  place  in  our  Sunday-school  teacher's  preparation. 

3.  He  should  study  the  contents  of  the  Book. 
The  truth  is  here :  he  should  explore  it.  The  Bible 
is  not  a  mint  with  the  gold  and  silver  in  piles  of 
completed  coin,  stamped  and  polished,  and  ready  for 
easy  appropriation.  It  is  a  mountain  rather  than  a 
mint.  In  its  heart  are  the  veins  of  gold.  These  are 
to  be  sought  after  and  dug  out  with  patience,  prayer, 
and  painstaking. 

It  is  not  enough  to  know  what  persons  and  places 
and  facts  and  principles  are  contained  in  a  specific 
lesson.  The  teacher  should  have  a  previous  and 
general  knowledge  of  the  leading  characters,  the  his- 
toric outlines  and  details,  the  geographical  facts,  the 
chronology,  the  doctrinal  system  and  ethical  principles 
of  the  Bible.  He  should  have  a  reservoir  of  knowledge 
which   specific  lessons   would  tap  and  utilize.     He 


Sunday-  School  Teachers'  Institute.      15 

should  be  ready  for  unexpected  questions  on  col- 
lateral themes  from  his  class.  He  would  certainly 
by  this  process  be  able  to  understand  the  meaning  of 
each  lesson  much  more  thoroughly  tlian  if  he  were 
dependent  upon  its  contents  and  the  present  examina- 
tion alone  for  his  knowledge  of  the  subjects  it  in- 
troduces to  his  pupils. 

4.  As  already  intimated,  the  teacher  must  know 
the  peculiarities  of  mind  and  its  marvelous  processes. 
He  must  know  how  to  excite  this  mind  to  independ- 
ent activity.  He  alone  is  a  true  teacher  Avbo  in 
accordance  with  the  laws  of  mental  and  spiritual  life 
trains  the  pupil  to  put  forth  intellectual  efforts  at 
will  in  the  acquisition  and  appropriation  of  the 
truth.  Xow  this  whole  question  of  education — the 
principles  and  methods  inv^olved  in  it — is  one  of  vast 
moment.  Parents  and  Sabbath-school  teachers,  as 
well  as  secular  educators,  should  give  it  the  most 
candid  and  careful  and  exhaustive  examination. 

5.  The  teacher  needs  more  than  a  knowledge  of 
the  philosophy  of  teaching  ;  more  than  the  statement 
of  the  formal  modes  of  teaching.  What  he  most 
needs  here  is  practical  illustration.  He  should  be 
permitted  to  examine,  compare,  and  discuss  various 
plans  of  teaching.  He  needs  practice  under  the  eye 
of  experienced  educators.  There  should  be  some 
place  to  which  he  may  bring  the  difficulties  which 
have  embarrassed  him,  that,  if  possible,  they  may  be 
removed. 

2 


16       Sunday- School  Teacheks'  Institute. 


FACILITIES  FOR  PREPARATION  NEEDED. 


1.  The  labor  of  the  Sunday-school  teacher  is  volun- 
tary, and  performed  under  the  pressure  of  secular 
occupations.  Mothers  come  to  the  Sunday-school,  as 
teachers,  from  the  nursery,  merchants  and  clerks  from 
the  counter  and  countins:-room,  mechanics  from  the 
shop,  farmers  from  the  field,  lawyers  from  the  bar, 
jurists  from  the  bench,  physicians  from  the  bed-side, 
students  from  the  recitation-room.  They  are  engaged 
six  sevenths  of  their  time  in  callings  wholly  uncon- 
nected with  the  specific  work  of  the  Sabbath-school. 
To  perform  it  they  turn  aside  from  their  habitual 
paths  of  thought  and  effort.  Many  of  them  are 
wholly  deficient  in  mental  discipline,  and,  with  no 
time  for  preparation,  must  make  sad  work  with  the 
brain  of  the  })upil  and  the  Book  of  God  on  the 
Sabbath. 

2.  Eor  other  professions  regular  schools  of  prepara- 
tion are  established,  and  a  curriculum  appointed.  In 
tlie  school  of  medicine,  law,  or  theology,  the  student 
gives  his  whole  time  to  study.  He  secures  the  funds 
requisite,  abandons  every  other  enterprise,  and  de- 
votes all  his  energies  to  the  one  work.  In  the  secular 
normal  schools  the  same  singleness  of  purpose  and 
occupation  gives  the  student  power.  He  is  a  man  of 
one  work,  and  he  succeeds.  In  tlie  same  way,  and 
for  the  same  reason,  county  or  district  institutes  are 


Sunday- School  Teachers'  Institute.      17 

efficient.  Where  have  we  any  thing  in  the  Snnday- 
school  department  comparabl^to  these  Teachers'  In- 
stitutes of  our  public  school  system  ?  And  yet,  how 
mucli  more  important  the  truth  we  teach,  and  the 
.  work  we  contemplate  ;  and  how  much  more  inefficient 
and  unprepared  the  persons  now  professing  to  teach 
this  important  truth  and  do  this  great  work ! 

3.  Yet  we  can  have  no  permanent  theological 
normal  school  for  the  training  of  Sunday-school 
teachers.      The    candidates   have   neither   time   nor 

#  means  for  such  a  course  of  preparation.  Shall  we 
theretbre  abandon  all  attempts  at  organizing  a  com- 
mon plan  for  the  culture  of  teachers  ?  Shall  we  leave 
it  to  the  schools  themselves  to  devise  methods  adapted 
to  their  needs?  Because  we  cannot  enjoy  the  priv- 
ileges of  the  university,  shall  we  despise  proffered 
academic  aid  ?  If  daily  toil  keeps  the  apprentice 
boy  from  the  advantages  of  the  public  school,  may  he 
not  be  partially  compensated  for  his  loss  by  the 
evening  school  of  his  ward  or  village  ? 

4.  The  necessity  indicated  may  not  be  felt  by 
individual  schools  which  enjoy  the  advantages  of  a 
good  teachers'  meeting.  Usually  in  such  schools 
only  the  most  efficient  persons  are  appointed  to  the 
teacher's  office,  and  these  are  regularly  and  carefully 
taught,  that  they  may  profitably  teach  ;  and  yet  the 
best  teachers'  meeting  we  ever  knew  failed  to  become 
an  effective  training-school  for  teachers.  Business  to 
be  transacted,  specific  lessons  to  be  prepared  for  the 
ensuing  Sabbath,  and  a  certain  amount  of  devotional 
serv'ice  to  be  engaged  in,  rendered  the  pursuit  of  a 
regular  course  of  study  impracticable.  There  are 
various  exercises  which  the  teacher  needs,  and  studies 
which  he  should  prosecute,  all  of  which  are  prohibited 


18       Sunday- School  Teachers'  Institute. 

by  the  ])ressiire  of  current  preparations.  A  clergy- 
man may  increase  iff  theoloirical  knowledge  and 
pulpit  efficiency  while  engaged  in  appointed  clerical 
labors ;  but,  before  all  this,  there  is  a  certain  pre- 
paratory training  \diich  fits  him  for  his  subsequent 
efforts,  and  ^yhich  is  indispensable  to  his  success. 
This  is  no  more  a  necessity  of  the  preacher  tlian  of 
the  teacher.  Even  our  best  schools,  then,  would  be 
benefited  by  a  general  plan  of  teacher-training. 

5.  But  we  must  remember  that  first-class  Sabbath- 
schools,  with  well-ordered  teachers'  meetings,  are 
rare  and  exceptional.  In  many  schools  the  teachers' 
meeting  is  limited  to  a  small  n\inority  of  those  en- 
o-a^ed  in  the  Sabbath  work.  In  some  schools  this 
meeting  is  held  annually,  and  then  for  the  election  of 
officei's  ;  or  monthly,  and  merely  for  the  transaction 
of  business.  In  all  schools  of  this  class  teachers  are 
expected  to  do  their  work  without  other  specific  prep- 
aration than  they  voluntarily  give  at  home  to  the 
lesson,  and  with  no  previous  training  whatever. 

6.  Suppose,  then,  that  any  one  school  has  a  corps 
of  good  teachers  and  a  good  teachers'  meeting,  and 
suppose  it  does  riot  need  any  outside  help  in  the 
culture  of  its  teachers,  the  whole  duty  of  that  school 
is  not  done  when  it  becomes  in  itself  strong,  studious, 
and  successful.  I  assert  that  no  school  can  be  thus 
independent  by  virtue  of  its  own  internal  strength ; 
for  it  still  owes  sympathy,  counsel,  and  assistance 
to  the  weaker  and  less  successful  schools  of  its 
neighborhood. 

7.  Whether,  therefore,  we  look  at  the  best  or  the 
poorest  of  our  schools,  the  conclusion  is  forced  upon 
us:  We  must  have  a  general  system  for  the  training 
of  teachers — a  system  that  will  secure  the  establish- 


Sunday- School  Teachers'  Institute.       19 

meut  of  regular  weekly  teachers'  meetings  where 
they  are  not  now  held,  and  provide,  in  some  form  or 
other,  a  complete  preparatory  course  of  training  in 
connection  with  those  schools  which  have  all  along 
sustained  the  teachers'  meeting. 

8.  Conventions,  local  and  general,  may  render  as- 
sistance by  the  dissemination  of  Sunday-school  ideas, 
the  comparison  of  plans,  the  discussion  of  principles, 
and  the  occasional  illustration  of  approved  methods. 
But  the  best  convention  we  ever  attended  left  an  im- 
portant work  undone.  Mere  conventions,  in  which 
whole  counties,  and  even  States,  are  represented, 
cannot  meet  the  demand  we  have  specified.  The 
introduction  of  institute  exercises,  or  normal  methods, 
into  these  conventions,  has  been  a  means  of  improving 
their  character.  But  in  the  midst  of  these  occasional 
and  exceptional  exercises  we  have  asked.  Is  there 
not  yet  something  more  practical — some  plan  better 
adapted  to  the  necessities  of  the  work  ? 


SUNDAY- SCHOOL-  INSTITUTES. 


1.  The  friends  of  popular  education  many  years 
ago  felt  the  imperative  demand  for  some  plan  or 
organization  by  which  a  higher  standard  of  culture 
should  be  attained  by  those  professing  to  teach  the 
rudiments  of  secular  knowledge  to  the  children  of  the 
land.  Dr.  William  E.  Channing,  in  an  address  de- 
livered at  the  Odeon  in  Boston  in  1837,  thus  plead 


20      Sunday- ScnooL  Teachers'  Institute. 

for  an  institution  in  which  teachers  should  be  pro- 
fessionally trained : 

"  We  need  an  institution  for  the  formation  of  better 
teachers,  and  until  tliis  step  is  taken  we  can  make  no 
important  progress.     The  most  crying  want  in  this 
commonwealth  is  the  want  of  accomplished  teachers. 
AYe  boast  of  our  schools,  but  our  schools  do  com- 
paratively  little   for   want   of  educated  instructors. 
Without  good  teaching  a  school  is  bnt  a  name.     An 
institution  for  training  men  to  train  the  young  would 
be  a  fountain  of  living  waters,  sending  forth  streams 
to  refresh  present  and  future  ages.     As  yet  our  legis- 
lators have  denied  to  the  poor  and  laboring  classes 
this  principal  means  of  their  elevation.      We  trust 
they  will  not  always  prove  blind  to  the  highest  inter- 
est of  the  State.     We  w^ant  better  teachers  and  more 
teachers  for  all  classes  of  society— for  rich  and  poor, 
for  children  and  adults.      One  of  the  surest  signs  of 
the  regeneration  of  society  will  be  the  elevation  of 
the  art  of  teaching  to  the  highest  rank  in  the  com- 
munity. .  .  .  Socrates  is  now  regarded  as  the  greatest 
man   in  an   age  of  great  men.     The  name  of  king 
has   grown   dim   before  that  of  apostle.     To  teach, 
whether  by  word  or  action,  is  the  highest  function  on 
earth." 

2.  In  the  autumn  of  1839  Mr.  Barnard  held  "  the 
ih'st  of  the  class  of  meetings  now  known  as  '  Teach- 
ers' Institutes,'  in  Connecticut."  It  met  in  Hartford 
^'  under  the  invitation  and  preliminary  arrangements 
of  the  Secretary  of  the  Board  of  Commissioners  of 
Common  Schools."  Mr.  Barnard  made  this  experi- 
Tnent  in  order  •'  to  show  the  practicability  of  making 
some  provision  for  the  better  qualification  of  common 
school  teachers,  by  giving  the  opportunity  to  revise 


Sunday- School  Teacheks'  Institute.       21 

and  extend  their  knowledge  of  tlie  studies  usually 
pursued  in  district  schools,  and  of  the  best  method  of 
school  arrangements,  instruction,  and  government, 
under  the  recitations  and  lectures  of  experienced 
and  well  known  teachers  and  educators."  These 
meetings  had  long  been  known  in  the  world  of 
common  schools  before  they  were  employed  by 
Sunday-school  people.  Great  good  was  produced  by 
them.  Teachers  were  quickened  and  instructed ; 
mere  drones  dropped  out  of  the  ranks.  The  teacher's 
profession  was  exalted. 

3.  The  success  of  Teachers'  Institutes  in  advancing 
the  interests  of  secular  education  throughout  the 
country  suggested  to  Sunday-school  workers  the 
practicability  and  desirableness  of  adopting  a  similar 
method  for  the  promotion  of  the  higher  and  nobler 
ends  which  this  institution  contemplates.  For  sev- 
eral years  the  Sunday-School  Institute  has  been  in 
successful  operation. 

4.  But  wliat  is  an  institute  f  To  this  question 
Mr.  Barnard,  in  his  "  Keport  to  the  Board  of  Regents 
of  ]N"ormal  Schools  in  the  State  of  Wisconsin,"  gives 
the  following  reply :  "  A  Teachers'  Institute  is  a 
gathering  of  teachers — old  and  young,  experienced 
and  inexperienced,  of  both  sexes  and  of  schools  of 
different  grades — in  such  number  as  will  develop  the 
sympathies  and  powder  of  a  common  pursuit,  and  yet 
not  so  large  as  to  exclude  the  freedom  of  individual 
action ;  for  a  period  of  time  long  enough  to  admit 
of  a  systematic  plan  of  operations,  and  yet  not  so 
protracted  as  to  prove  a  burdensome  expense,  or  an 
interruption  to  other  engagements ;  under  the  direc- 
tion of  men  whose  only  claim  to  respect  and  con- 
tinued    attention     must    be    their    experience    and 


22       SUiXDAY- School  Teachers'  Institute. 

acknowledged  success  in  the  subjects  assigned  tliem, 
and  ill  a  course  of  instruction  at  once  theoretical  and 
practical,  combined  with  opportunities  of  inquiry, 
discussion,  and  familiar  conversation." 

5.  To  illustrate  this  definition  let  me  answer 
another  question  :  What  are  Sunday-school  instihitc 
exercises  f  They  differ  from  convention  speeches  just 
as  an  actual  plow  difi'ers  from  the  picture  of  a  plow. 
They  require  work  instead  of  talk.  At  an  institute 
some  one  teaches  a  Bible  class,  instead  of  telling  how 
a  Bible  class  should  be  taught.  The  teacher  is 
w^atched,  criticised,  his  methods  commended  or 
condemned.  Some  one  resolves  the  institute  into  a 
school,  and  shows  how  in  his  own  school  he  calls  to 
order,  opens,  conducts,  and  closes  a  session.  This 
gives  rise  to'  a  comparison  of  programmes  and  plans. 
A  teacher  or  minister  gives  a  lesson  in  sacred  history 
and  geography.  All  present  are  students.  He  uses 
the  blackboard  and  maps  ;  communicates  facts,  elicits 
them  again,  drills  the  institute  in  concert  answers, 
etc.  Again,  the  institute  becomes  a  Bible  class,  and 
spends  two  hours  or  more  in  the  critical  study  of 
some  biblical  selection.  An  infant  or  elementary 
class  is  brought  in,  and  an  experienced  teacher  gives 
a  specimen  lesson.  The  institute  listens  to  carefully 
prepared  lectures  on  various  subjects,  as  "  Illustration 
in  teaching;"  "  The  art  of  asking  questions;"  "  The 
mind  of  a  child;"  "Memory— its  power  and  cultiva- 
tion ;"  ''  The  teacher  in  the  preparation  of  his 
lesson  ;"  "  Bible  architecture  ;"  "  Palestine  ;"  "  Man- 
ners and  customs  of  the  Bible  times,"  etc.,  etc.  These 
and  many  other  exercises  may  be  introduced.  The 
practical  advantages  are  apparent. 


Sunday- School  Teachers'  Institute.      23 


VI. 

SUXD AY- SCHOOL  INSTITUTE  EXERCISES. 


Let  ns  now  present  some  of  the  exercises  ap- 
propriate to  a  Sunday-School  Institute.  It  is  not  to 
be  expected  that  their  practical  value  will  be  esti- 
mated alike  by  all  wlio  read  our  suggestions.  In  the 
hands  of  one  worker  a  plan  may  be  exceedingly 
useful,  which  other  men  would  never  adopt.  We 
therefore  place  before  our  readers  a  large  variety  of 
methods.  Should  these  suggest  other  and  original 
plans  not  here  indicated,  and  more  effective  than  any 
of  these,  the  object  of  the  author  will  have  been 
attained. 

1.  Opening  Services. — The  religious  devotions 
of  the  institute  should  receive  careful  attention,  espe- 
cially the  initiatory  devotions,  when  the  key-note  is 
to  be  struck — the  plane  of  thought  and  sentiment  for 
the  whole  session  to  be  determined,  ^o  careless  ap- 
pointment should  here  be  made.  The  dull  routine 
of  a  "prayer-meeting  liour"  is  to  be  avoided.  A 
topic  being  announced  beforehand  on  the  programme, 
all  the  Scripture  readings,  remarks,  songs  and  prayers 
of  the  service  should  have  reference  to  it.  The 
following  topics  have  been  thus  used  with  admirable 
results:  "The  Spirit  of  God  now  present;"  "Our 
Homes ;"  "  The  Preachers  of  the  Word  ;"  "  The  Un- 
converted Scholars ;"  "  Senior  Scholars,"  etc.,  etc. 
The  reading  of  several  Scripture  selections,  alternat- 


24      Sunday- School  Teachers'  Institl'te. 

uvj:  with  prayer  and  sinoiiifi;,  will  tend  to  instruct  as 
well  as  to  guide  the  teachers  in  their  devotions. 

2.  The  Entire  Work.— It  will  be  desirable  at 
times,  where  the  institute  is  a  short  one,  to  present 
in  very  condensed  form  the  whole  range  of  practical 
Sunday-school  work  in  a  single  session.  We  knew 
this  to  be  done  at  an  institute  in  Ohio,  when  the  fol- 
lowing addresses,  each  occupying  seven  minutes,  were 
delivered.  Of  course  every  thing  was  very  much 
condensed.  Each  speaker  occupied  all  his  time,  but 
his  limitation  compelled  careful  elimination  and 
abridgment.  He  said  only  his  best  things,  and  said 
them  in  the  shortest  and  plainest  w^ay  possible. 

Thd  Entire  Work.     [Seven  Minute  Addresses.] 

1.  Words  from  Parents  to  the  Sunday-School,  Eev. 
C.  A.  Yak  Anda. 

2.  Words  from  the  Sunday-School  to  Parents, 
William  Mitchell,  Esq. 

3.  Words  from  the  Pulpit  to  the  Sunday-School, 
Eev.  P.  P.  Ingalls. 

4.  Words  from  the  Sunday-School  to  the  Pulpit, 
Kev.  E.  House. 

5.  The  Order  of  Exercises  in  Sunday-School,  Rev. 

C.  Z.  Case. 

6.  Bible    Study    in    Sunday-School,    Rev.    J.   H. 

YiNCENT. 

7.  The  Infant    Scholars  in  Sunday-School,  Rev. 

D.  H.  Moke. 

8.  Senior  Scholars  in  Sunday-School,  Professor 
Smith. 

9.  The  Teachers'  Meeting,  Rev.  H.  M.  Simpson. 
10.  The  Sunday-School  felt  during  the  Week,  Dr. 

Walden. 

3.  Institute  Conversations. — Long  speeches  are 


Sunday- School  Teachers'  Institute.       25 

tlie  bane  of  Conventions.  In  Sunday-school  institutes 
they  should  always  be  discouraged.  If  instead  of 
speech-making  we  could  occasionally  have  conversa- 
tions  our  work  would  be  nnicli  more  profitable. 
Let  the  following  serv^e  as  good  examples  of  what 
we  mean  : 

No.  1.  Teachers'  Meeting. 

Mr.  A.  A  live  Sunday-school  must  have  a  teachers' 
meeting. 

Mr.  B.  But  it  is  so  difficult  to  get  all  the  teachers 
to  attend. 

Mr.  C.  If  only  two  come  they  may  spend  an  hour 
profitably. 

3fr.  A.  But  we  must  be  careful  not  to  find  fault 
and  complain    because  so  few  are  there. 

3fr.  C.  Should  teachers  be  selected  with  reference 
to  their  residence  near  the  place  of  meeting? 

Mr.  A.  Certainly  not.  The  main  question  is  one 
of  qualification. 

Mr.  D.  Indifi'erent  and  incompetent  teachers  re- 
siding near  the  place  of  meeting  will  be  less  likely  to 
attend  than  the  earnest  teacher  who  lives  farther 
away. 

Mr.  E.  Teachers  at  a  distance  who,  on  account  of 
bad  weather,  rough  roads,  family  cares,  ill  health, 
etc.,  are  unable  to  attend  the  teachers'  meetino;  reo-- 
ularly,  may  promise  to  spend  at  home  in  prayerful 
and  careful  study  of  the  lesson  the  hour  devoted  to 
the  meeting.  This  would  interest  them  in  the  meet- 
ing, and  guarantee  their  attendance  at  the  earliest 
opportunity. 

Mr.  B.  What  exercises  are  appropriate  to  a 
teachers'  meeting? 


2G      Sunday-  School  Teachers'  Institute. 

Mr.  F.  The  i-ecittation  by  every  teaclier  from 
memory  of  the  next  Sabbath's  lesson. 

Mr.  E.  The  liour  should  be  spent,  not  on  the 
subject-matter  of  the  lessons,  bnt  on  methods. 

Mr.  A.  I  iinrlerstand  that  the  teachers'  meeting  is 
not  a  Bible  class. 

Mr.  G.  It  is  rather  to  test  the  teacher's  familiarity 
with  the  lesson,  and,  by  illustrating  methods  of  teach- 
ing, to  aid  him  in  his  work. 

Mr.  B.  Why  not  bring  a  class  of  juvenile  pupils 
and  have  them  taught  by  a  teacher? 

Mr.  G.  Then  let  the  rest  criticize  the  plan  of  the 
teacher. 

Mr.  A.  Should  this  criticism  take  place  before  or 
after  the  class  is  dismissed. 

Mr.  G.  Certainly  after.  Children  should  not  hear 
criticisms  before  their  teacher. 

No.  2.  How  TO  GET  Attention". 

Mr.  A.  We  can  do  nothing  with  a  class  unless  we 
have  the  attention. 

Mr.  B.  The  attention,  too,  of  every  pupil. 

Mr.  A.  All  the  time.      How  shall  we  secure  this? 

Mis8  C.  By  being  awake  ourselves. 

Miss  E.  By  being  ourselves  absorbingly  interested 
in  the  scholars  and  in  the  lesson. 

Mr.  D.  By  having  something  new  to  tell. 

Mr.  F.  In  an  emergency  I  would  rise  and  stand 
while  teaching. 

Mr.  A.  I  should  like  a  blackboard,  or  at  least  a 
slate,  on  which  to  record  some  outline  or  initial  letters 
to  excite  curiosity. 

Miss  G.  The  class  should  see  that  the  teacher  fullv 


Sunday- School  Teachees'  Institute.      27 

understands  his  lesson  and  is  independent  of  book  and 
lesson-paper. 

Mr.  IT.  His  eyes  slionld  be  free. 

Mr.  I.  He  should  use  his  lo'dl  silently,  and  thus 
smnnion  himself  and  command  his  class. 

3Ilss  E.  The  true  teacher  will  address  questions 
and  remarks  to  persons  most  remote  and  to  those  who 
are  most  inattentive. 

Mr.  J.  I  use  pictures  a  great  deal  in  getting  the 
attention  of  little  people. 

Mr.  K.  They  may  be  used  with  older  classes. 

Mis8  L.  I  keep  three  or  four  little  stories  on^hand 
to  illustrate  the  lesson,  but  keep  them  in  reserve  for 
use  when  the  interest  flags  a  little.  I  can  sometimes 
go  through  the  lesson  without  using  more  than  one 
of  the  stories. 

Mr.  A.  If  I  can  succeed  in  getting  my  scholars  to 
question  me  I  find  no  ditiiculty  in  getting  attention. 

4.  Sunday-School  Miscellany. — An  hour  may 
be  set  apart  for  every  body  to  say  something  on  any 
and  all  subjects,  the  time  of  each  speaker  being  lim- 
ited to  one,  two,  or  three  minutes.  A  single  sentence, 
a  word  of  advice,  a  bit  of  experience,  a  very  short 
incident,  an  objection,  a  difficulty,  a  brief  quotation 
from  Scripture  or  poetrj^ — so  will  the  time  pass  by 
pleasantly  and  profitably  to  all.  Written  suggestions 
may  also  be  forwarded  to  the  Conductor's  desk  to  be 
read  during  this  exercise. 

5.  The  Promise  Meeting.— This  is  a  suggestion 
of  that  successful  evangelist,  D.  L.  Moody,  of  Chicago. 
We  saw  him  conduct  such  a  meeting  at  the  California 
State  Sunday-School  Convention.  Any  one  was  per- 
mitted to  rise  and  repeat  or  read  one  of  the  "  ex- 
ceeding great  and  precious  promises"  of  Scripture. 


28      Sunday- School  Teachers'  Institute. 

An  expository  or  ex[)eriineiital  sentence  was  allowed, 
but  no  long  speeches.  As  passage  after  passage  of 
tlie  pure  word  dropped  from  living  lips  npon  the  ears 
of  that  vast  assembly,  it  seemed  as  though  a  "  shower 
of  diamonds"  was  falling  from  the  open  heavens. 
Our  institutes  cannot  have  too  much  of  God's  word 
in  them,  nor  can  they  err  by  introducing  warm  per- 
sonal religious  experience  to  illustrate  and  enforce  that 
word. 

6.  The  Lecture-Lesson  combines  the  peculiarities 
of  a  regular  lecture  and  a  recitation.  The  lecturer  fol- 
lows his  outline  of  thought,  but  is  at  liberty  to  stop 
at  any  time  and  question  his  audience,  subject  them 
to  a  regular  examination  of  the  ground  he  has  covered 
in  his  lecture,  while  they  also  are  at  liberty  to  arrest 
him  by  questions  at  any  step  of  his  discourse.  What 
goes  by  the  name  of  Bible-class  teaching  in  many 
adult  classes  is  little  more  than  a  lecture-lesson,  and 
perhaps  too  often  it  is  lecture  without  lesson — dis- 
course without  drill — preaching  rather  than  teaching. 
The  advantages  of  the  lecture-lesson  in  an  institute 
are  apparent  in  the  carefulness  of  preparation  and 
of  statement  which  it  secures  from  the  teacher,  and 
the  attention  w^liich  it  is  apt  to  beget  in  the  audi- 
ence. 

7.  Institute  Catechism. — The  eighth  annual  ses- 
sion of  the  Detroit  District  Institute  was  held  in 
Wayne,  Mich.,  October  13th  and  llth.  The  follow- 
ing "Institute  Catechism"  was  sent  beforehand  to 
all  teachers : 

The  teachers  in  attendance  are  requested  and  ex- 
pected to  answer  the  following  questions,  writing  the 
answer  opposite  the  question.  ISTo  names  are  to  be 
furnished  or  read.     The  list  will  be  distributed  and 


Sunday- School  Teachers'  Institute.      29 

collected  proiriiscnouilv,  and  no  one  will  know  the 
author  of  any  of  the  answers  made. 

Careful  and  candid  answers  are  desired. 

(1.)  How  many  scholars  are  there  in  your  class  ? 

(2.)  How  many  of  them  have  you  visited  at  their 
houses  within  a  year?     .... 

(3.)  How  many  hours  a  week  on  an  average  do 
you  give  to  studying  the  lesson  ?     .... 

(4.)  Have  you  any  Bible   maps?     How^ 

many  ?     .... 

(5.)  Have  you  a  Bible  Dictionary  ? Whose  ? 

(6.)  Do  you  use  a  Commentary  ?  .  .  .  .  Whose  ?  . .  .  . 

(7.)  What  other  helps  do  you  have  or  use  in  prepar- 
ing your  lessons?      

(8.)  What  books  ou  the  subject  of  Sunday-school 
teaching  have  you  read  ?     

(9.)  Do  you  ever  take  maps  or  pictures  into  your 
class  to  siiow  to  the  scholars  ?     .... 

(10.)  Do  you  keep  a  blank  book  and  scrap  book  to 
note  down  and  preserve  illustrations  for  future  use  ?  .  . 

(11.)  Have  you  ever  used  a  paper  or  slate  or  pencil 
as  an  aid  to  illustrate  lessons  in  your  class?     .... 

(12.)  How  many  from  yoTir  class  have  united  with 
the  Church  during  the  last  year?     .... 

8.  Test-Q,uestions  or  Report  ftuestions. — In- 
stead of  spending  whole  hours  in  hearing  dull  "  re- 
ports "  from  ten,  tw^enty,  or  fifty  different  schools,  let 
a  few  pointed  questions  be  put  by  the  conductor,  and 
answered  prouiptly  and  briefly  by  representatives  from 
the  several  schools.  For  example,  How  many  schools 
are  here  represented  ?  Pastors  rise.  If  the  pastor 
be  absent  let  the  superintendent  rise.  If  neither 
pastor  nor  superintendent  be  here  will  a  teacher  rise 
to  represent  his  school  ?     You  now  have  a  representa- 


30       Sunday- School  Teachers'  Institute. 

tion  on  the  floor  from  every  school.  These  persons 
are  requested  to  answer  the  questions  as  thej  may  be 
announced  by  tlie  Conductor.  ''How  long  is  your 
Sunday-school  session  ?  "  Replies  come  in  something 
like  the  following  from  the  audience  :  "  First  Presby- 
terian, one  hour  and  thirty  minutes."  "  Second  Bap- 
tist, one  hour  and  ten  minutes."  "  Third  Method- 
ist, generaily  two  hours,  altliough  the  time  on  tlie  pro- 
gramme is  one  hour  and  fifty  minutes."  "  How  much 
time  do  you  spend  in  actual  Bible  study?"  An- 
swers :  "  Forty  minutes  ;  "  "  Twenty-five  minutes ;  " 
"Including  general  review,  thirty-five;"  "Twenty- 
seven;"  "Twenty,"  etc.  "Do  you  have  regular 
teachers'  meetings  for  the  study  of  the  lessons?" 
"Do  you  hold  Sunday-school  concerts?" 

9.  The  Question  Drawer  needs  no  more  than  a 
mention.  The  whole  audience  is  permitted  to  ask, 
in  writing,  any  question  on  any  phase  of  Sunday- 
school  work.  The  person  whose  answer  is  desired 
may  be  indicated  on  the  slip  containing  the  question, 
otherwise  the  Conductor  may  reply  himself  or  per- 
mit any  one  present  to  do  so. 

10.  Serial  ftuestions. — On  the  published  pro- 
gramme there  may  appear  several  questions,  which, 
beino*  circulated  before  the  institute  commences,  will 
excite  some  thought.  To  these  questions  the  pro- 
gramme may  request  "  written  replies  to  be  presented 
at  the  first  session."     The  following  are  specimens  : 

(1.)  What  are  the  duties  of  the  family  to  the  Sun- 
day-school ? 

(2.)  What  are  the  duties  of  the  Pastor  to  the  Sun- 
day-school? 

(3.)  What  are  the  duties  of  Sunday-school  officers 
and  teachers  to  the  Church? 


Sunday- School  Teachers'  Institute.       31, 

(4.)  AVliat  are  the  duties  of  tlie  Sunday-school 
teacher  to  the  family  ? 

(5.)  How  may  teachers'  meetings  be  made  most 
useful  ? 

(6.)  What  are  the  principal  defects  in  our  Sunday- 
scliool  system  ? 

(7.)  How  shall  we  retain  youth  and  adults  as  mem- 
bers of  the  Sunday-school  ? 

Answers  having  been  reported,  the  institute  may 
appoint  "Councils"  of  two  or  three  persons  each  to 
examine,  arrange,  and  present  in  due  form  the  an- 
swers given  to  each  question.  For  example,  at  the 
meeting  where  the  seven  questions  above  were  asked 
we  find  the  following  item  in  the  programme  : 

Appointment  of  "Councils"  on  the  answers  pre- 
sented : 

(1.)  On  Home  Help  in  Sunday-school. 

(2.)  The  Pastor  and  the  Sundaj^-school. 

(3.)  The  Sunday-school  and  the  Church. 

(4.)  The  Sunday-school  Teacher's  duties  to  the 
Family. 

(5.)  On  Teachers'  Meetings. 

(6.)  On  Sunday-school  defects. 

(7.)  On  retaining  youth  and  adults  in  Sunday- 
school. 

Another  use  of  Serial  Questions  will  be  seen  on 
Programme,  pa,2;e  81. 

11.  Institute  Lecture. — The  rio^ht  man  having 
been  engaged  for  the  purpose,  give  him  the  best  hour 
of  the  day  or  evening  for  a  lecture  on  some  important 
and  practical  subject.  Let  his  lecture  be  followed  by 
either  the  ftuestion  Drawer,  or  Institute  Con- 
versation, or  both. 

12.  Specimen  Teaching.— One  can  do  any  piece 


,o2       Sl'^day- School  Tkaciikks'  Institute. 

of  work  the  better  ibr  haviiiii;  first  seen  tlie  same  thing 
done  I/V  ajiother.  Younfi;  teachers  of  the  Bible 
frhonhi  enjoy  freqnent  opportnnities  of  tliis  kind  in 
their  &])ecial  work.  We  ])]ace  sncli  observation  of 
actual  teacliinij:  only  second  in  practical  value  to  the 
young  teacher's  practice  under  the  eye  and  subject 
to  the  keen  criticism  of  the  accomplished  instructor. 
Tlie  very  best  use  of  ''  specimen  teaching  "  is  that 
proposed  not  long  since  by  an  efficient  Sunday-school 
Superintendent,  wlio,  feeling  the  need  of  raising  up 
a  better  class  of  young  teachers,  thus  proposes  to 
utilize  the  weekly  services  of  his  very  best  teachers. 

"  I'propose  to  appoint  in  my  school  a  corps  of  assist- 
ant teachers.  These  assistant  teachers  are  to  be  se- 
lected from  our  oldest  scholars,  and  are  each  to  sit 
and  recite  with  some  one  of  the  classes  for  two  or 
three  Sundays,  and  then  wntli  another  class,  and  so 
on,  until  each  assistant  shall  have  had  au  opportunity 
of  noting  the  methods  of  management  and  instruction 
adopted  by  a  majority  of  the  regular  teachers.  They 
are  always  to  recite  and  take  part  in  the  lesson  in  the 
class  with  which  they  sit,  so  as  not  to  embarrass  the 
teacher.  They  are  to  take  private  notes,  and  com- 
pare for  themselves  the  different  methods  of  instruc- 
tion, culling  out  the  best  features  in  each.  With  the 
practical  information  thus  obtained,  revised  and 
strengthened  b}^  a  further  comparison  with  the  sys- 
tems reported  in  the  published  works  upon  the  sub- 
ject!, these  assistants  will  be  prepared  to  enter  upon 
their  work  with  great  advantages,  and  we  shall  uever 
be  at  a  loss  to  supply  a  class  with  an  efficient  instruct- 
or, nor  to  provide  a  substitute  for  an  absent  tea(?her. 

"  These  assistants  are  to  pledge  themselves  never, 
either  publicly  or  privately,  to  make  comparisons  be- 


Sunday-  School  Teaciieus'  Institl'te.       33 

tween  the  inetliorls  of  the  teachers  whom  tiiey  watch, 
but  are  to  keep  wholly  and  sacredly  to  themselves 
the  result  of  their  observations.  They  may,  at  tlie 
end  of  their  probation,  ij^ive  a  synoptical  memorandum 
of  the  ditferent  modes  noticed,  and  of  the  excellences 
and  deficiencies  observed,  provided  it  is  done  in  such 
a  manner  as  not  to  connect  the  one  or  the  other  with 
any  individual.  These  precautians  seem  necessary, 
in  order  to  prevent  the  possibility  of  ill-feeling  or  em- 
barrassment among  the  regular  teachers  from  a  criti- 
cism of  their  eftbrts." 

13.  Specimen  Bible  Class. — The  local  and  perma- 
nent Sunday-school  institute  should  pvovide  speci?/ic?i 
Iesso?}fi.  liesolve  the  whole  institute  into  a  class,  ai^.d 
appoint  some  one  to  conduct  a  lesson.  Assign  thirty 
or  forty  minutes  to  the  service,  after  wdiicli  permit 
and  encourage  exhaustive  oral  or  written  criticism. 

Itt.  Comparison  of  Methods. — Occasionally  re- 
solve the  institute  into  three,  five,  or  more  classes,  each 
under  a  teacher  selected  beforehand,  so  as  to  permit 
a  careful  preparation.  At  a  given  signal  let  all  the 
classes  commence  the  study  of  the  same  lesson,  the 
full  text  of  which  may  be  printed  on  the  programnie. 
The  time  assigned  to  this  exercise  having  expired, 
allow  each  teacher  to  report  briefly  the  sul)ject-matter 
and  metliod  of  his  teaching.  xVfter  all  have  made 
their  reports,  elicit  written  and  anonymous  criticisms 
from  the  whole  institute,  carefully  suppressing  every 
thing  which  would  indicate  the  teacher  criticised. 
This  will  guarantee  the  largest  liberty,  avoid  giving 
offense,  and  make  duly  prominent  the  ordinary  mis- 
takes which  occur  in  Sunday-school  teaching.  After 
this  criticism  the  conductor  should  allow  the  teachers 
another  opportunity  to  speak,  and    should  himself 


34:      Sunday-  School  Teachers'  iKSTiTinE. 

call  attention  to  the  principal  practical  lessons  to  be 
drawn  from  the  excellences  and  defects  of  the  whole 
exercise. 

15.  The  Model  Class. — If  the  andience  be  not  too 
laro^e  it  may  be  well  to  place  a  yonths',  or  inter- 
mediate, or  infant  class  on  the  ])latform,  to  be  taught 
by  some  competent  person.  If  criticism  follow  it 
would  be  well  to  dismiss  the  class,  that  the  good 
impressions  of  the  lesson  be  not  dissipated  by  the 
obje(;tions  to  the  teacher's  method  which  a  frank 
criticism  might  call  forth.  Classes  of  di if e rent  grades 
may  be  taught  the  same  lesson  by  different  persons 
during  a  single  session. 

16.  Illustrative  Specimens.— Better  than  the 
formal  specimen  recitation  is  the  introduction  into  a 
regular  address  of  class  exercises  designed  to  illustrate 
the  speaker's  theory.  For  example,  a  teacher  lectures 
on  Infant  Sunday-school  work.  He  develops  a 
principle,  and,  turning  to  the  class  placed  by  his  side 
on  the  platform,  illustrates  it  in  a  brief  exercise. 
Suppose  he  recommends  clUjjtical  teaching.  He 
turns  at  once  to  his  little  pnpils,  and,  telling  them  a 
story,  secures  their  assistance  in  re-telling  it  accord- 
ing to  the  elliptical  plan.  So  he  illustrates  question- 
ing, concert  replies,  physical  movements,  blackboard 
drills,  etc. 

17.  Specimen  teachers' meetings  may  be  held 
before  a  small  teachers'  institute. 

18.  A  Specimen  normal  class  session  on  such 
an  occasion  will  illustrate  a  most  important  part  of 
our  modern  Sunday-school  work. 

19.  A  Specimen  Sunday-school  session  may 
be  conducted  by  the  institute,  the  teachers  constituting 
the  classes;  or  children  may  be  invited, instructed  be- 


SuxD AY- School  Teachers'  Institute.      35 

forehand  in  tlie  order  to  be  observed,  and  then  taii|rvht 
by  regular  teachers.  The  Superintendent,  publicly 
examining  the  school,  may  dismiss  it  in  due  form. 
An  illustration  of  such  an  exercise  will  be  found 
on  page  80. 

Let  us  here  say  to  conductors  and  teachers  in  all 
*' specimen  exercises"  before  an  institute, avoid  making 
a  mere  shoio  of  the  children  or  of  your  method.  Espe- 
cially avoid  all  pretending  "  that  this  is  Sunday,"  that 
"these  men  and  women  are  little  children."  Don't 
teach  an  imaginary  class,  and  go  through  the  farce 
of  personal  applications  and  appeals  to  "  play  "  chil- 
dren. AYe  have  seen  some  of  the  shallowest  and  most 
puerile  performances  in  the  name  of  "specimen  exer- 
cises "  before  institutes.  Do  not  let  ns,  however,  mis- 
take the  abuse  for  the  thing  itself,  and  ignore  a  serv- 
ice which,  properly  managed,  must  do  incalculable 
good  to  young  superintendents  and  teachers.  Deter- 
mine just  what  the  specimen  is  to  be,  a  lecture,  a 
lecture-lesson,  a  theological  discussion,  a  simultaneous 
class  drill,  a  preparation  class,  a  teachers'  class,  or  a 
regular  juvenile  recitation.  Then  in  all  earnestness 
and  self-forgetfulness  carry  out  your  plan. 

We  are  convinced  that  as  a  general  thing  speci- 
men illustrations  of  the  character  recommended  will 
not  succeed  before  large  and  popular  audiences.  Let 
our  evenings  at  great  institutes  be  spent  in  addresses 
of  a  general  character,  and  let  us  give  specimens  be- 
fore those,  and  those  only,  who  are  directly  interested. 
The  distinction  between  the  "  General  Meetings " 
and  "  J^ormal  Class  Exercises "  will  be  observed  in 
the  programme  of  the  Eirst  Brooklyn  Institute.  (See 
page  92.) 

-0.  Map  Drawing. — All  maps  being  removed  from 


36       Sunday-School  Teachers'  Institute. 

the  walls,  the  Condnctor  requests  the  institute  to 
prepare  rough  draughts  of  one  or  more  maps,  eon- 
tainmg  the  following  places,  the  names  of  which  he 
writes  on  the  bL^-ckboard  : 

First  Map. — Mesopotamia,  Nineveh,  Babylon,  Eu- 
phrates, Tigris,  Persian  Gulf. 

Second  Ma-p. — Gulf  of  Suez,  Akabah,  Mount  Sinai, 
Suez,  Mount  llor,  Kadesh-Barnea,  Cairo. 

Third  Map. — Dead  Sea,  Jerusalem,  Bethlehem, 
Kazareth,  Sea  of  Galilee,  Jordan. 

Fourth  Map. — Ephesus,  Smyrna,  Troas,  Samo- 
thracia,  Philippi,  Thessalonica,  Berea,  Athens, 
Corinth.  There  is  scarcely  a  limit  to  the  sub- 
jects. 

Five  or  ten  minutes  should  be  given  the  institute 
to  prepare.  The  maps  should  then  be  collected,  and 
the  best  and  poorest  of  them  reproduced  bj  the  con- 
ductor u|)on  the  blackboard. 

21.  A  Practice-Preparation.— A  lesson  fiom 
Scripture  having  been  selected  and  printed  in  full  on 
the  |)rogramme,  let  the  institute  spend  an  hour  or  more 
in  (1.)  Selecting  the  Golden  Text ;  (2.)  In  ascertain- 
ing the  central  tJiought  •  (3.)  In  framing  questions ^ 
(4.)  In  the  choice  of  illustrations ;  (5.)  In  the  topiecd 
analysis;  (6.)  In  pictoriiil  representation  or  word- 
picturing  of  the  incident.  This  may  seem  at  first 
thought  a  dry  and  uninteresting  exercise.  It  niay, 
indeed,  be  uni)opular  with  a  large  audience  wdio  as- 
semble merely  for  an  evening  entertainment ;  but  a 
small  institute  made  up  of  earnest  teachers  will  find 
intense  interest  and  pernjanent  profit  in  such  practical 
training.  This  very  thing  is  what  teachers  are  re- 
quired to  do  every  Vv'cek  at  home.  The  suggestions 
n^ade  bv  the  best  workers  at  an  institute  in  this  orac- 


Sunday-School  Teachers'  Ixstitute.       37 

tice-preparation  nuist  be  invaluable  to  tlie  majority 
of  teachers  in  attendance. 

Under  this  head  we  are  reminded  of  a  report  made 
to  "The  Sunday-School  Journal''  of  an  exercise  on 
the  use  of  ilJustrations  at  a  "  monthly  institute." 

Subject  :  "  How  to  illustrate  a  lesson.  This  was 
a  sort  of  conversation,  and  one  that  w^as  full  of 
profit.  First  of  all  a  subject  was  jnentioned,  and 
facts,  fables,  Bible  stories,  and  other  incidents  which 
would  illustrate  it  w^ere  called  for.  We  worked  for 
some  time  on  two  sul)jects,  'God's  ways  of  an- 
swerini^  prayer,'  and  tlie  '  Prop;ressive  teiidency 
of  sin.'  IIow  much  there  is  in  such  an  erirrcisel 
We  forgot  all  embarrassment,  and  spoke  out  or  wrote 
out  the  illustrations  that  came  pouring  into  our 
minds.  I  did  not  think  I  could  think  so  fa.Bt  on  any 
theme.  Then  we  took  up  facts  to  see  wdiat  could  be 
illustrated  by  them.  This  was  even  more  dcliglitful 
than  the  other  exercises.  Here  are  the  points  given 
us.  Tliey  do  not  seem  to  be  muc'ii,  but  they  are  full 
of  meat  and  meaning.  (1.)  An  elegant  library,  in  an 
elegant  case.  Yery  excellent  lock.  Good  key.  But 
the  key  is  lost;  cannot  be  found.  Case  cannot  be 
cpened.  What  is  all  this  like  \  What  moral  or  spirit- 
ual lesson  may  be  drawn  from  it  ?  (2.)  A  copyist  in  a 
]Mcture  gallery,  looking  so  closely  and  constantly  at 
the  picture  he  would  reproduce,  and  laboring  faith- 
fully to  get  an  exact  imitation;  what  does  he  teach 
us?  (3.)  The  carpet  weavers  of  the  Gobelin  tapestry 
do  not  sit  on  the  side  of  the  tapestry  vrhicli  bears  the 
finished  picture,  but  behind  it,  where  it  has  a  rough 
look  all  the  v,diile.  What  is  this  like  ?  (4.)  I  passed 
a  liouse  and  grounds  with  no  trees.  I  passed  another 
full  of  trees  and   shrubs  and   flowers.     Passino^  the 


38       Sunday-School  Teachers'  Institute. 

latter  lieard  sweet  songs  of  birds.     There  were  no 
birds  about  tlie  former  house."" 

22.  Class  Studies  in  Bible  History.— Suppose 
an  hour  to  be  assigned  to  the  following  or  some  other 
historical  exercise,  (tlie  plan  to  be  printed  on  the  pro- 
gramme:) 

(1.)  Scripture  Selections. — Exod.  i,  7-14 ;  iv,  27-31 ; 
xii,  40-42  ;  xiii,  17,  18  ;  IS^um.  xxxiii,  1-48.  [Instead 
of  the  last  named  chapter  read  Psalm  cvi.] 

(2.)  Qiccstiojis. — [Answers  may  be  given  in  writing,] 

1.)  Why  did  the  Israelites  forsake  Egypt  ? 

2.)  Might  not  the  same  results  have  been  secured 
by  leaving  them  there?     If  not,  why  not? 

3.)  What  was  the  route  taken  by  the  Israelites  from 
Egypt  to  Canaan  ? 

4.)  Why  did  they  not  take  a  shorter  route  to 
Canaan? 

5.)  What  divine  attributes  are  especially  revealed 
through  this  part  of  the  Jewish  history  ? 

6.)  What  human  imperfections  and  sins  and 
virtue  are  exhibited  in  this  history  ? 

(3.)  3fap  Exercise  on  "  The  wanderings  of  Israel.'" 

(4.)  Simultaneous  Review. — In  this  exercise  the 
whole  institute  should  join  with  heartiness.  If  at 
first  the  answers  are  few  and  feeble,  let  the  con- 
ductor patiently  but  firmly  insist  upon  prompt,  loud, 
simultaneous  answers.  A  very  little  tact  will  insure 
gratifying  success. 

23.  An  Analytical  Exercise  in  the  books  of 
Scripture. — At  an  institute  held  several  years  ago 
one  hour  was  given  to  the  analysis  of  "  Matthew."  The 
leader  gave  a  V)rief  lecture  upon  the  author  and  his 
book,  calling  upon  the  institute  to  substantiate  the 
several    points    by    Scripture   references,   admitting 


I. 

AUTHOE. 

II.  Book. 

1. 

Names. 

1.  Object. 

2. 

Country. 

2.  Contents. 

8. 

City. 

3.  Size. 

4. 

Business. 

4.  Style. 

5. 

Cliaracter. 

5.  Language. 
G.  Sources  of 
Information 

Sunday- School  Teachers'  Institute.      39 

questions  and  the  expression  of  dissenting  or  varying 
opinions  all  the  way  through.  After  this  he  placed 
the  outline  on  the  blackboard,  as  follows : 

1.  Genealogy  of  Jesus. 

2.  Infancy  and  youth. 

3.  Episode  :  The  Baptist. 

4.  Introduction  to  His  ministry, 

5.  In  Galilee. 

6.  Galilee  to  Jerusalem, 

7.  In  Jerusalem. 


This  analysis,  with  the  facts  it  elicits,  is  copied  by 
each  teacher.  The  lecturer  or  conductor  drills  the 
institute  upon  it.  All  answer  in  concert.  Then 
word  after  word  is  erased  from  the  board,  and  from 
memory  the  whole  analysis  is  repeated  by  the  class. 
24.  A  Single  Subject  might  occupj-  the  attention 
of  a  two  days'  institute,  supplying  all  the  variety 
needed  to  keep  up  the  interest,  and  concentrating  all 
the  energies  of  the  workers  upon  one  subject  so  as  to 
secure  thoroughness  and  completeness.  Suppose,  for 
example,  that  an  institute  spent  six  sessions  on  The 
Wanderings  of  Israel.  In  this  you  have  (1.)  Ge- 
ographical Exercises  on  Egypt,  Arabia,  and  Ca- 
naan. (2.)  Exercises  on  Ancient  Manners  and  Cus- 
toms. (3.)  Object  lessons,  blackboard  outlines,  etc. 
(4.)  Specimen  infant,  juvenile  and  adult  class  exercises 
may  be  found  in  abundance  in  this  most  interesting 
department  of  the  Bible.  (5.)  What  more  suggestive 
and  inspiring  topics  for  the  prayer-meetings  and 
opening  exercises  than  are  suggested  by  the  pil- 
grimage to  Canaan?  (6.)  Moses,  as  a  model  super- 
intendent, wonld  furnish  a  most  fruitful  theme, 
opening  up  the  whole  question  of  organization  and 


40      Sunday- School  Teachers'  Institute. 

admiiiiritratiim,  -^rA  i^'ivini;  admirable  illustrations  of 
true  triij^t  in  (;(Otl- 

25.  Ob-'ect  and  Blackl-o:.rd  Lessons.— We  be- 
Heve  ill  them.  They  should  be  eueoiiraged  in  the  in- 
stitutes. We  never  reject  a  good  theorij  because 
weak  people  abuse  it.  Let  the  critici.sms  upon  all 
►sueli  exhibitions,  however,  in  an  institute  be  very 
candid  and  searching. 

2{).  The  US3  of  Text-books  in  a  Suuday-school 
institute  should  be  encouraged.  A  few  pages  from 
Pardee,  Inglis,  Hart,  Eggleston,  or  other  standard 
Sunday-school  authors  may  be  read,  and  dib-cussiou 
follow.  Or  on  a  given  subject  many  anthorities  may 
be  taken  up.  At  an  institute  for  thorouijch  work  in  two 
days  (by  taking  lialf  an  hour  at  a  time)  several  small 
tracts  on  8unday-sciiool  teaching  may  be  read  and 
discussed.  A  normal  class  in  the  institute  maj-  be 
required  to  recite  lessons  from  such  text-books.  See 
programme,  page  81.  For  a  Normal  Class  Cate- 
chism see  page  117. 

27.  Sacred  Memories  of  Sacred  Places. — The 
topic  for  a  half-hour  may  be  "  Sacred  Memories  of 
Gethsemane,"  ''  Sacred  Memories  of  Bethlehem,'"  '^  Of 
the  Temple,"  etc.  Let  each  person  be  expected  to 
furnish  some  fact.  Use  maps.  Record  the  facts  stated 
on  the  blackboard  and  in  chronological  order.  Read 
Scripture  references  in  concert.  A  descriptive  passage 
from  a  standard  author  relating  to  the  place  or  its  as- 
sociations may  be  read  by  a  member  of  the  institute. 

28.  Temple  Studies,  or  investigations  into  the  ar- 
chitecture, turniture,  utensils,  services,  offices,  spiritual 
meanings,  etc.,  of  the  Jewish  tabernacle  and  temple. 

2'J.  Pictorial  Illustrations  may  be  extensively 
and  proiitablv  used  in  the  Sundav-school  institute.    In 


Sunday-School  Teachers'  Institute.       41 

our  Aiiruial  Keport  may  be  found  a  list  of  colored 
diagrams  large  enough  to  be  seen  in  all  parts  of  a 
large  lecture  room  or  church.  These  are  often  em- 
ployed by  lecturers  on  sacred  history  and  archaeology, 
and  we  have  seen  them  used  with  fine  effect  in  Sun- 
day-school convention.-  and  institutes. 

30.  The  Biblical  Museum. — The  diagrains  al- 
ready described  render  it  practicable  for  the  Sunday- 
school  workers  in  any  community  to  open  for  a  few  days 
a  Biblical  musenm  which  will  contribute  to  a  better 
understanding  of  the  Holy  Scriptures.  Curiosities 
from  the  Holy  Land  may  be  borrowed  tor  tlie  occa- 
sion. Addresses  may  be  delivered  by  persons  who 
have  visited  the  far  East.  In  tliis  way  teachers, 
parents,  and  senior  scholars  will  be  interested  and 
instructed.  An  exhibition  like  this  in  connection 
with  an  institute  would  be  of  good  service. 

The  JVorlh-iveslem  Sunday-School  Teachers'  In- 
stitute was  oi-ganized  in  Chicago  in  the  winter  of 
1861:  and  1865.  A  "  v\'inter  course"  of  institute  lec- 
tures and  other  exercises  was  carried  through.  One 
evening  was  devoted  to  the  study  of  Jerusalem.  A 
concert  recitation  on  the  gates,  walls,  etc.,  of  the 
Holy  City  was  conducted  by  Eev.  J.  H.  Yineent. 
Short  addresses  by  Dr.  Yandoren,  Tuthill  King,  Esq., 
of  Chicago,  and  Rev.  Dr.  Kerr,  of  Rockford,  all  of 
whom  had  visited  Palestine,  were  delivered.  A  va- 
riety of  maps,  pictures,  panorann'c  views,  etc.,  adorned 
the  walls.  Three  or  four  tables  were  filled  with  curi- 
osities from  the  Holy  Land  :  articles  made  of  Olive 
wood,  water  from  the  Jordan,  oriental  wearing  ap- 
parel, shells  from  the  Sea  of  Galilee,  flowers,  speci- 
mens of  Syrian  wheat  and  barley,  lamps,  pipes, 
shoes,   Damascus   "  kob-kobs,"   sand   from   Lebanon, 


42      Sunday- School  Teachers'  Institute. 

mosaic  frac^inents  from  Tabor,  etc.  One  table  con- 
tained a  large  number  of  Oriental  pictures,  engrav- 
ings, photograjibs,  and  stereographs.  A  stereoscope 
of  large  size  contained  thirty-six  beautiful  views  of 
Rome,  Eirjpt,  Palestine,  and  Jerusalem.* 

At  the  Anniversary  of  the  Sunday-School  Union  (of 
the  Methodist  Episcopal  Church)  held  in  Columbus, 
Ohio,  October,  1869,  the  Normal  Department  of 
the  Union  opened  its  Biblical  Museum  in  the  lec- 
ture room  of  the  Town-street  Methodist  Episcopal 
Church.  One  of  the  local  daily  papers  thus  de- 
scribes it : 

"  In  connection  with  the  Anniversary  Institute 
there  is  placed  in  the  large  lecture  room  of  the  Town- 
street  Methodist  Episcopal  Church,  for  the  inspection 
of  all  visitors  attending  the  institute,  the  very  large 
and  valuable  archaeological  collection  of  Palestine  an- 
tiquities, which  comprises  more  than  one  hundred  and 
litty  of  the  photographs  of  the  Palestine  Exploration 
Fund,  two  hundred  highly-colored  diagrams  illustra- 
tive of  the  Eastern  manners  and  customs,  and  an- 
tiquities of  Egypt,  Nineveh,  Assyria,  etc.,  the  beauti- 
ful photographs  of  the  Ordnance  Survey  of  Jerusalem, 
the  best  and  most  approved  maps,  charts,  etc.,  of  the 
Eastern  lands.  We  also  found  models  of  Eastern 
objects  of  interest,  a  model  of  the  Temple  of  Solomon, 
a  model  of  the  Jewish  Tabernacle  upon  the  exact 
scale  of  four  cubits  to  an  inch,  a  model  of  an  Eastern 
khan,  or  inn  ;  also,  one  of  the  city  of  Jerusalem  and 
its  surrounding  country. 

"  Collected  in  one  room  were  complete  Eastern 
costumes  ;  also  valuable  relics,  as  lamps,  bottles,  shells, 
woods,  water,  and  such  a  variety  of  those  things  as 

*  "The  SuvKlay-School  Quarterly,"  July,  18G5. 


Sunday- School  Teachers'  Institute.      43 

are  designed  to  teach  and  untold  Scri])ture  truth  as 
cannot  be  recalled. 

"  These  are  a  part  of  the  collection  belonging  to 
the  ]S"ormal  Department  of  the  Sunday-School  Union, 
a  new,  but  rapidly-developing  branch  of  the  Method- 
ist Sun  day -School  Union.  The  Rev.  H.  M.  Simpson, 
of  Isew  Jersey,  who  showed  to  us  the  collection,  is 
the  Secretary  of  the  Department,  which  has  for  its 
object  the  collection  of  objects  illustrating  Bible 
archaeology. 

"These  diagrams,  maps,  and  other  valuable  helps 
are  loaned  extensively  to  the  Sunday-schools  who 
need  them,  in  accordance  with  the  regulations  of  the 
Department — as  stated  in  the  Annual  Keport.  The 
whole  thing  is  an  indication  of  the  earnest  purpose 
of  the  Church  to  advance  its  standard  of  Sunda3'-school 
learning  and  sound  education  to  greater  perfection.'' 

Mr.  A.  O.  Yan  Lennep,  of  ISTew  York,  (76  East 
Ninth-street,)  has  one  of  the  largest  collections  of 
pictures,  specimens,  models,  Sunday-school  requisites, 
maps,  Oriental  curiosities,  etc.,  in  the  United  States. 
He  delivers  popular  and  instructive  lectures  (illus- 
trated by  maps,  paintings,  archseological  objects)  be- 
fore Conventions,  Institutes,  Normal  Classes,  and 
Sunday-schools. 

31.  Essays  by  ladies  or  gentlemen  at  an  institute 
should  be  short  and  practical.  Essays  need  not  al- 
ways be  read  by  the  author  of  them.  Some  person 
with  a  clear,  strong  voice,  who  is  a  good  reader,  may 
be  requested  to  give  them  to  the  audience. 

32.  Mutual  Confessions. — This  describes  a  serv- 
ice held  at  a  certain  institute  which  more  than  any 
other  stirred  up  intense  feeling.  The  question  was 
asked  at  the  morning  session,  "  What  are  your  per- 


44       SrxDAY-  School  Teachers'  Institute. 

soiial  habits  concerning  tlie  word  of  God  ?  For  what 
ol)jects,  in  what  way,  and  how  much  do  you  read  it  ?  " 
AVritten  and  anonymous  answers  were  presented 
ill  tlie  afternoon  from  ''  Mothers,"  "  Sunday-school 
Teachers,"  Pastors,"  "  Private  Christians,"  and  others. 
All  seemed  to  feel  anew^  the  claims  of  God's  word, 
and  to  be  amazed  at  their  strange  neglect  of  it. 

33.  Subdivision  of  Institutes.— It  is  a  good 
thing  to  devote  an  afternoon  to  separate  meetings  of 
the  several  classes  of  worker?.  In  one  place  let  all 
Pastors  convene,  in  another  place  the  Superintend- 
ents. Hold  one  meeting  for  Lihraricins  and  Secre- 
taries^ another  ^oy  Senior  ov  Adult  Cleiss  Teachers^  an- 
other for  Juvenile  Class  Teachers,  and  last,  though  by 
no  means  least  in  importance,  a  meeting  for  Infant 
Class  Ttacliers. 

34.  Social  Moments.— All  who  attend  the  ses- 
sions of  a  hard  working  institute  w^ill  appreciate  the 
announcement  from  the  conductor's  desk  once  at 
least  during  every  session  :  ''  Ten  minutes  will  now 
be  spent  in  social  conversation." 

35.  Institute  Discipline.— Tiiis  will  be  made 
clear  by  examining  Programme,  page  SO.  The 
series  of  exercises  published  and  circulated  before 
the  institute  becomes  virtually  a  text-book  of  prepa- 
ration, and  the  occasional  drills  may  illustrate  meth- 
ods of  teaching. 

3r>.  Service  of  Consecration. — At  the  final  ses- 
sion of  an  institute  it  will  generally  be  ai)pro|)riate 
to  close  with  a  special  season  of  singing  and  ])rayer. 
We  have  seen  hundreds  of  teachers  rise  in  token  of 
their  entering  into  covenant  to  labor  more  faithfully 
in  the  Sunday-school  than  ever  before.  For  the  form 
of  the  covenant  See  page  140. 


Sunday-  School  Teachers'  Institute.       45 


YII. 

UXITY    IX    THE    PROGRAMME. 


Unity  is  essential  to  the  liigliest  effect  of  a  sermon, 
lecture,  or  other  production.  Limiting  eacli  thought 
to  the  specitic  object  fur  which  it  is  introdnced,  it 
holds  the  mind  at  every  stage  of  a  discussion  to  the 
end  proposed.  Thus  it  tends  to  tlie  logical  treat- 
ment of  a  subject,  and  prevents  giving  undue  promi- 
nence to  subordinate  points.  It  deepens  the  impres- 
sion which  truth  makes,  for  every  new  phase  of  the 
subject  is  a  reiteration  of  the  leading  idea.  The  sys- 
tematic investigation  which  it  secures  makes  previous 
knowledge  available.  Thus  uuity  aids  in  the  reten- 
tion, aggregation,  and,  of  course,  in  the  communica- 
tion of  truth.  To  it  also  we  owe  the  admirable  effect 
of  climax.  The  sculptor  aims  at  unity  in  his  groups 
of  marble.  We  trace  it  in  the  paintings  of  the  old 
masters.  In  oratorios  and  symphonies  movements 
the  most  diverse  are  connected  by  this  unifying 
principle.  There  is  economy  in  unity.  The  ex- 
penditure of  force  which  occurs  in  a  series  of  mental 
efforts  may  be  economized  by  so  connecting  these 
efibrts  as  to  prevent  sudden  reactions  and  difficult 
transitions. 

In  the  public  religious  services  that  one  attends  for 
two  hours  eveiy  seven  days  unity  is  indispensable. 
It  is  worth  more  than  variety,  or  a  wide  range  of 
thought.     Our  wisest  ministers  make  every  part  of 


40      Su>' DAY- School  Teachers'  Institute. 

the  Clinrcli  service  contribute  to  the  leading  idea  of 
the  sermon.  The  instrumental  voluntary  is,  by  a  pre- 
vious understanding  between  pulpit  and  choir,  ani- 
mated by  the  idea  which  breathes  through  every 
hymn,  is  the  burden  of  every  prayer,  shines  from  the 
Scripture  lesson,  and  which,  in  the  sermon,  lays  under 
requisition  the  charms  of  rhetoric,  the  force  of  logic, 
and  the  graces  of  elocution. 

The  same  principle  should  characterize  the  sessions 
of  the  Sunday-school.  The  "  key-note  "  of  the  day, 
sounded  from  the  lesson,  should  awaken  its  echoes 
alike  in  the  adult  and  infant  departments,  and  every 
service,  from  the  opening  to  the  closing,  be  pitched 
in  accord  with  it.  And  if  this  "  central  idea"  could 
find  a  place  ii^^  the  pulpit,  the  school,  the  social 
meeting,  and  the  family  for  that  day,  what  a  con- 
centration of  moral  power  might  be  experienced  ! 

Let  us  apply  the  same  principle  to  the  Sunday- 
School  Institute,  which,  by  its  discussions  and  illustra- 
tions of  Sunday-school  topics,  proposes  to  educate  the 
teachers  of  the  Church.  The  infrequency  of  these 
meetings  makes  the  economy  of  unity  more  impor- 
tant. The  programme  should  have  educating  power 
in  it.  It  should  present  a  logical  outline  of  the 
subjects  to  be  examined,  assigning  to  each  its  ap- 
propriate place.  Undue  prominence  is  often  given 
to  subordinate  and  comparatively  unimportant  topics, 
while  the  great  questions  too  frequently  receive  but  a 
superficial  notice. 

It  will  be  readily  conceded  by  all  that  if  the 
institute  sessions  could  be  continued  through  several 
weeks  such  unity  might  be  attained.  We  think,  for 
reasons  already  stated,  that  the  shorter  the  session 
the  greater  the  need  of  it.     This  conceded,  we  see 


Sunday- School  Teachers'  Institute.       47 

the  necessity  for  great  care  in  tlie  preparation 
of  the  programme.  This  work  should  be  committed 
to  no  novice  or  bungler.  Effect  is  too  often  sacrificed 
for  want  of  a  well-matured,  logical  plan  of  work. 
This  is  true  of  too  many  sermons,  and  we  fear  of 
most  Sunday-school  sessions.  And  we  have  often 
asked  whether  the  efficiency  of  an  institute  might 
not  have  been  vastly  increased  by  a  little  more 
attention  to  the  plan  of  work  laid  out  in  the  pro- 
gramme. 

We  propose  the  ground- work  of  a  programme  in 
which  the  principle  under  consideration  will  be 
illustrated,  and  this  we  do  with  some  hesitancy,  and 
with  the  conviction  that  our  effort  must  fall  far  short 
of  perfection.  #1 

We  hold  our  institutes  in  order,  primarily,  to 
awaken  an  interest  in  the  great  object  of  the  Sunday- 
school  on  the  part  of  pastors,  superintendents, 
teachers,  parents,  and  also  on  the  part  of  those 
Church  members  usually  indifferent  to  this  important 
department  of  labor.  Now,  the  chief  object  of  the 
Church  Sunday-school  should  be  the  thorough,  prac- 
tical, devotional  study  of  the  word  of  God.  The 
Sunday-school  is  essentiall}^  the  Bible  school.  Its 
text-book  is  the  Bible.  Its  teachers  must  be  Bible 
scholars.  Its  most  important  service  is  Bible  study. 
The  organization  of  the  school  should  be  consum- 
mated with  this  fact  constantly  in  view.  Its  order 
of  exercises  for  each  Sabbath  should  be  framed  upon 
this  idea.  We  wish  that  the  very  title  of  the  school 
might  indicate  not  the  mere  accident  of  time,  but  the 
principal  service  for  which  it  exists. 

In  harmony  wdth  this  thonght,  the  key-note  of  a 
certain    institute   ])rogramme  was,    ''  The  Book  of 


48       Slnday- School  Teaciieks'  Institute. 

God."  After  the  title-page,  and  iimiiediately  before 
the  detailed  programme,  the  following  Scheme  was 
inserted : 

I.  The  Church  and  the  Book. 

1.  The  dependence  of  tlie  Churcli  upon  the  Book. 

2.  The  use  of  the  Book.  (1.)  In  the  closet ;  (2.)  In 
the  family  ;  (3.)  In  the  pnljnt ;  (4.)  In  the  school. 


11.  The  Study  of  the  Book. 

1.  How  prepare  to  study  a  Bible  lesson.     (1.)  Mo- 
tives ;  (2.)  General  knowledge  ;  (3.)  Apparatus. 

2.  How  stud;^  a    Bible  lesson  ?     (1.)  The  facts  ; 
(2.)  The  difficulties ;  (3.)  The  lessons. 


III.  Teaching  the  Book. 

1.  What  is  it  to  teach? 

2.  Methods  and  systems  of  teaching. 

3.  Bules  for  preparing  to  teach  a  lesson,  the  con- 
tents of  which  are  already  mastered. 

4.  Class-teaching.  (1.)  Arresting  attention  ; 
(2.)  Reading  the  lesson  ;  (3.)  Memorizing;  (4.)  Ques- 
tioning ;  (5.)  Drawing  lesson  ;  (6.)  Analysis ;  (7.)  Il- 
lustrations ;  (8.)  Application  ;  (9.)  Topical  arrange- 
ment ;  (10.)  Use  of  slate  and  blackboard. 

5.  Simultaneous  teaching.  (1.)  Advantages  ; 
(2.)  Dangers ;  (3.)  Bules ;  (4.)  Teaching  catechism ; 
(5.)  ^[issionary  concerts  ;  (6.)  General  review. 

6.  Illustrations  of  above  in  lessons  on  Scripture  in- 
cidents, parables,  epistles,  sacred  geography,  histor}^, 
manners,  and  customs,  etc. 


Sunday-  School  Teaciiees'  Institute.      49 


lY.  Organization  and  Management  of  the 
Bible  School. 

Y.  Week-day  Influence  of  the  Bible  School. 

4 

1.  Pastoral  work  of  the  superiiitendeiits  and 
teachers. 

2.  Tlie  Snnday-scbool  teacher  at  the  social  meet- 
ings of  the  Church  during  tlie  week. 

3.  Sunday-school  accessories. 

4.  Home,  liow^  it  may  help  or  hinder. 

This  furnishes  material  enough  for  an  institute  one 
week  in  duration,  and  yet,  in  two  days,  the  outlines 
of  it  may  be  presented  to  the  teachers  of  a  com- 
munity. We  suggest  that  in  every  possible  w^ay  our 
institute  managers  should  economize  the  precious 
time  given  them,  and  we  ask  whether  tbis  arrange- 
ment of  the  programme  is  not  w^ortby  of  careful  con- 
sideration in  view  of  this  necessity. 


VIII. 
THE  SUPERINTENDENT'S  INSTITUTE. 


Merchants,  mechanics,  and  professional  men  unite 
in  permanent  associations,  or  assemble  in  occasional 
conventions,  for  deliberation  and  discussion  upon 
subjects  relating  to  their  respective  departments  of 
labor.  Oneness  of  aim  begets  oneness  of  spirit. 
The  consultation  and  comparison  of  views,  the  state- 
ment and  solution  of  difficulties  which  are  promoted 


50      Sunday- School  Teachers'  IxsTiTrrE. 

by  sncli  convention  or  association,  deepen  entlmsiasni 
and  increase  efficiency. 

Sunday-scliool  superintendents  slionld  do  the  same 
tiling.  Some  months  ago  a  so-called  "  Superin- 
tendent's Sociable,"  but  to  all  intents  and  purposes 
an  institute,  was  held  in  Kew  York  City,  in  Grace 
Mission  Eooms.  The  reproduction  of  a  carefully 
prepared  report  of  that  occasion  may  suffice  to  de- 
scribe and  commend  such  gatherings. 

More  than  eighty  superintendents  were  in  attend- 
ance. Mr.  Ealph  Wells  called  the  meeting  to  order, 
and  introduced  the  Eev.  J.  H.  Yinceut  as  chairman 
for  the  evening.  Mr.  Wells'  address  of  welcome  was 
characteristic,  racy,  warm,  and  practical.  "We  meet 
to  touch  elbows.  The  ward  politicians-know  what 
the  phrase  means.  The  devil  sha'n't  have  all  the 
advantages  of  touching  elbows.  Let  our  words  and 
our  prayers  be  short  to-night.  Let  us  feel  at  home. 
Let  us  help  lift  up  each  other."  After,  singing, 
prayer  was  offered  by  Theophilus  A.  Brouwer,  Esq. 
The  president  suggested  that  we  are  here  to  "  strike 
for  higher  wages"  by  working  more  diligently,  and 
that  we  must  go  to  the  "  ten-hour  "  system,  that  is, 
at  least  ten  hours  a  week  devoted  by  each  superin- 
tendent to  the  study  of  Sunday-school  lessons. 

He  then  called  for  schools  holding  regular  teachers' 
meetings.  About  sixty  responded,  and  about  as 
many  reported  the  use  of  uniform  lessons.  About 
twenty  schools  hold  teachers'  prayer-meetings.  Some 
hold  the  meeting  before  school  on  Sabbath  morning, 
say  for  fifteen  minutes.  '*  It's  like  taking  breakfast 
before  going  to  work."  Some  hold  this  meeting 
after  school  and  invite  scholars  to  remain. 

After  singing,  the  question  of  teachers'  meetings 


Sunday- School  Teachers'  Institute.       51 

was  taken  up.  Mr.  Sutton  reported :  "  Meeting 
Friday  evening  in  a  large  dining-rooin — teachers 
seated  around  the  table.  Average  attendance  within 
two  of  the  whole  number  of  teachers.  We  try  to  so 
conduct  the  exercises  that  the  teachers  may  go  away 
furnished  with  both  material  and  method."  Mr. 
Bell,  of  the  Bethel  :  "  Saturday  evening  at  7*45. 
Fifteen  minutes  spent  socially,  then  the  lesson  studied 
for  forty-five  minutes.  I  vary  my  method,  some- 
times teaching  teachers  as  if  they  were  children, 
again  as  adults,"  etc. 

Mr.  Wells  :  "Was  it  easy  when  you  began  ?  " 

Mr.  Bell:  "Xo;  very,  very  difficult;  but  we  have 
held  our  meetings  through  the  whole  year,  even 
through  July  and  August." 

Dr.  Perry,  of  Morning  Star  school,  said  they  elected 
a  teaclier  each  evening  to  conduct  the  meeting.  Mr. 
Stevens,  of  Fifty-third-street  Baptist,  reported  that 
their  Tuesday  evening  lecture  was  their  teachers' 
meeting.  The  superintendent  of  Eev.  Mr.  Wilson's 
school  (Presbyterian)  said,  "  Our  Pastor  teaches  the 
teachers  himself."  Fourteen  pastors  were  reported 
as  doing  the  same.  A.  A.  Smith,  of  Brooklyn  :  '*  ]^o 
teachers'  meetino;.  Shall  fiirht  for  it  still.  Our 
Pastor,  Dr.  Duryea,  holds  a  sort  of  lecture  Bible  class 
on  Wednesday  evening.  But  no  questions  are  asked, 
and  we  have  no  conference  in  reference  to  the  real 
work." 

Mr.  Wells  :  "  Hold  on,  Brother  Smith.  I  should 
never  have  had  a  teachers'  meeting  if  I  had  known 
when  I  was  whipped.  First  year  I  had  only  five 
teachers ;  second  year  ten.  We  held  on  with  '  Dutch 
grit.'  I  have  no  objection  to  the  pastor  leading  the 
class,  but  it  is  better  to  have  the  superintendent  do 


52      Sunday- School  Teachers'  Institute. 

it ;  he  can  get  down  better  to  where  the  teachers  are.* 
We  hold  our  teachers'  meeting  in  the  afternoon  of  a 
week  day.  T  know  '  it  is  impossible  for  gentlemen 
to  come  then,'  but  they  do  come.  I  personally  speak 
to  employers,  and  secure  their  consent  to  have  their 
clerks  come.  They  cannot  lose  by  it.  Again,  I  re- 
gard teachers'  meetings  as  great  helps  to  the  making 
of  good  mothers." 

The  Rev.  Dr.  Hatt  reported  a  public  Bible  service 
on  Monday  evening  for  teachers  and  older  scholars, 
instead  of  a  regular  teachers'  meeting.  It  has  been 
in  operation  for  six  months,  and  with  increasing  at- 
tendance and  interest. 

After  singing,  the  difficulties  of  superintendents 
were  called  for.     Among  the  most  prominent  were  : 

1.  "AVant  of  hearty  co-operation  of  all  the  teach- 
ers." 

2.  "Principally,"  said  a  superintendent,  "in  my- 
self; I  don't  study  the  lesson  enough  during  the 
w^eek." 

3.  "  The  superintendent  doesn't  strike  the  key- 
note— Jesus." 

4.  "  The  superintendent  does  not  pray  enough." 

5.  "  Want  of  converted  teachers." 

6.  '•  When  elected  superintendent  I  read  a  list  of 
seventeen  teachers'  names,  all  of  whom  had  resolved 
to  leave  if  I  were  elected.  Rather  disheartening. 
But  I  went  to  work,  and  none  resigned.  I  try  to 
cultivate  a  social  spirit  among  teachers.  I  speak  to 
every  teaclier  and  shake  hands  every  Sabbath." 

*  To  this  doctrine  of  our  excellent  Brother  Wells  we  cannot  sub- 
scribe. We  think  pastors  can  "get  down"  to  the  teachers  even  more 
easily  than  the  superintendents.  If  they  cannot  they  need  tiainiwj 
in  that  important  element  of  a  pastor's  success,  and  the  teachers'  class 
may  be  a  good  practice-school  for  such  pastors. 


Sunday-School  Teachers'  Institute.       53 

Here  the  proceedings  were  iiiterru})ted  by  a  call 
to  tlie  chapel  belo^y,  where  an  elegant  collation  of 
coffee,  sandwiches,  cakes,  ice  cream,  etc.,  had  been 
prc)vided  through  the  generosity  of  the  Grace  Mission 
workers. 

Half  an  hour  was  spent  in  the  discussion  of  these 
refreshments,  aud  in  delightful  social  fellowship.  At 
tlie  stroke  of  the  bell  a  motion  was  made  inviting 
Mr.  Wells  to  give  two  or  three  blackboard  exercises. 
A  hearty  vote  called  out  our  noble  friend.  He  gave 
blackboard  illustrations  ou  "  Asleep  in  Jesus,"  ''  Thou, 
God,  seest  nie,"  "  The  other  side,"  and  "  The  fount- 
ain." After  a  hearty  song  the  discussion  of  the 
superintendents'  difficulties  was  resumed. 

7.  "  Hard  to  get  parents  and  adults  generally  to 
the  evening  meetings  of  our  mission  schools." 

Remarks  were  here  offered  on  the  opening  of  read- 
ing rooms,  with  writing  materials,  games,  lectures  on 
secular  subjects,  etc. ;  on  visiting  the  homes  of  the 
children  and  relieving  their  physical  wants.  Mr. 
Bell  gave  an  interesting  report  of  the  Bethel.  "  V7e 
are  not  a  Sunday-scbool.  We  are  not  a  Church. 
We  have  a  reading-room  for  working  men.  It  is 
open  every  evening  e"xcept  Sunday.  We  have  also  a 
reading-room  for  boys.  We  do  not  make  the  me- 
chanics' reading-room  a  religions  room,  but  it  leads 
men  upstairs.  At  our  Sunday  evening  services  we 
have  no  sermon,  but  three  short  speeches.  Morton, 
of  Chicago,  the  one-armed  soldier,  is  in  charge. 
Wednesday  nights  we  have  popular  entertainments, 
concerts,  exhibitions,  etc.,  charging  fifteen  cents  ad- 
mission." 

Mr.  Wells  :  "  Grace  Mission  is  ahead  of  the  Bethel. 
We  give  onr  entertainments  for  five  cents  a  ticket. 


54      Sunday- School  Teachers'  Institute. 

Said  a  rough  man  in  this  neighborhood  wlio  could 
not  be  brought  in  by  onr  prayer-meetings,  but  suc- 
cumbed when  we  began  the  concerts,  '  You've  got 
the  right  end  now.  These  are  the  things  to  fetch  us 
fellows.'  "  In  reply  to  the  question,  "  How  can  super- 
intendents secure  the  co-operation  of  their  teachers  ? " 
Mr.  Wells  said,  "Love  them  like  every  thing,  and 
get  them  to  love  each  other.  We  have  forty-seven 
teachers.  We  have  bought  forty- seven  little  Scrip- 
ture text-books  for  every  day  in  the  year.  Every 
teacher's  birthday  is  indicated  in  all  these  forty-seven 
books,  and  we  have  a  rale  tliat  on  each  other's  birth- 
day we  are  to  pray  especially  for  each  other.  So 
when  my  birthday  comes  I  know  that  there  are 
forty-six  teachers  praying  for  me." 

After  singing  "  Blest  be  the  tie,"  etc.,  Mr.  J.  B. 
Tyler  said,  "We  need  a  higher  appreciation  of  our 
work.  After  the  war  General  C.  B.  Fisk  re-entered 
the  Sunday-school  work,  and  said,  '  I  have  been  pro- 
moted from  the  office  of  major-general  to  that  of 
Sunday-school  superintendent.'  We  should  also  be 
polite  to  our  teachers.  Call  on  them.  Especially 
call  on  New  Year's  day.  Give  more  attention  to  the 
sensitive  than  any  othei*s.  Make  as  much  as  possible 
of  teachers;  cheer  them,  and  commend  whatever  is 
worthy  of  commendation.  Better  encourage  too 
much  than  not  enough.  We  should  pray  for  our 
teachers." 

8.  A  •'  superintendent  for  -fifteen  years  "  said,  "  I've 
just  found  out  my  principal  difficulty — the  want  of 
just  such  a  meeting  as  this." 

Rev.  Alfred  Taylor,  editor  of  "  The  Sunday-School 
Workman,"  said  that  in  reply  to  the  institute  ques- 
tion, "  Have  you  any  obstacles  ? "  a  superintendent 


Sunday- School  Teachers'  Institute.      55 

replied  in  writing,  "  Yes,  plenty  of  them,  but  we  go 
right  over  them." 

Some  one  suggested  that  ''  our  home  schools  are 
undervalued.  We  need  as  much  earnestness  there  as 
in  the  mission  field.  The  guards  about  kings'  houses 
in  Europe  are  better  dressed  than  other  soldiers,  but 
they  are  not  play  soldiers.  T  have  endeavored  to 
make  my  Church  school  as  much  as  possible  like  the 
, mission  schools." 

10.  Another  difficulty  was  named  by  some  one, 
"  Making  the  standard  of  diligence  high  enough 
among  the  scholars  to  insure  preparation  during  the 
week." 

11.  ''How  shall  we  get  more  teachers?"  An- 
swer: "By  special  prayer.  Converts  in  tlie  adult 
classes  may  soon  be  set  at  work.  We  do  not  have 
faith  enough  in  God's  power  to  save  souls." 

12.  "  How  manage  the  rough  boys?"  Answer  by 
Mr.  Herrick  :  "  I  invited  njy  class  to  my  own  house. 
I  took  them  in  at  the  basement  door.  First  I  washed 
myself,  and  then  had  them  follow  m}^  example.  Had 
refreshments  and  a  good  time.  The  next  meeting  I 
took  them  up  into  the  parlor,  somebody  sang  for  them, 
and  we  played  a  few  games  together." 

The  interest  of  the  meeting  continued  until  the 
lateness  of  the  hour  compelled  adjournment. 

After  singing  and  the  benediction  the  meeting 
adjourned.  The  occasion  w^as  a  rare  one,  and  will 
long  be  remembered  by  all  present. 


56       Sunday- School  Teaciieks'  Institute. 

IX. 

THE  LOCAL  SUNDAY- SCHOOL  TEACHERS'  L\STITUTE. 


1.  Few  ccmiitry  Churebes  are  strcnii:  enough  to 
sustain  a  normal  class  or  institute.  Manj^  Cliurclie^ 
sufficiently  strong  for  the  work,  hick  enterprise.  A 
iniion  of  schools  and  Churches  is  in  sugh  cases  tem- 
|K>n\rily  advisable.  Denominational  integrity  will 
not  be  impaired  by  the  most  active  co-operation  in 
this  labor.  The  training  required'  by  a  teacher  in 
one  Church  is  required  by  teachers  of  every  other 
Church.  The  ability  possessed  by  one  may  be  ex- 
erted in  behalf  of  all,  with  no  loss  of  prestige  or 
power  to  the  original.  The  association  will  excite 
healthful  emulation.  One  feature  of  the  institute 
system  is,  the  provision  of  a  biblical  library  for  the 
use  of  teachers.  Five  schools  in  a  town  can  more 
easily  establish  a  teachers'  library  than  one  alone  can. 

2.  From  these  considerations,  the  union  of  teach- 
ers, schools,  and  Churches,  in  tbe  work  of  teacher- 
training,  is  cordially  recommended.  Organize  an  in- 
stitute, hold  monthly  meetings,  perhaps  an  afternoon 
and  evening  session  once  a  month  ;  or  provision  may 
be  made  for  twenty  sessions  a  year,  one  each  month, 
with  four  extj'a  sessions  in  the  spring,  and  four  more 
in  the  fall. 

3.  We  furnish  a  brief  Constitution  for  such  an  in- 
stitute as  above  recommended. 


Sunday- School  Teachers'  Institute.      57 

CONSTITUTION    OF    THE SUNDAY-SCHOOL 

TEACHERS'   INSTITUTE. 

Article  I. — Name. 

This  organization  shall  be  known  as  the  

Sunday-School  Teachers'  Institute. 

Article  II. — Objects. 

The  encouragement  of  a  higher  culture  on  the  part 
of  Sunday-school  teachers,  and  the  provision  of  a 
system  of  training  b}^  which  this  end  can  be  accom- 
plished. 

Article  III. — Officers. 

Its  officers  shall  consist  of  a  President,  Yice- 
President,  Secretary,  Treasurer,  and  Librarian,  who, 
witli  a  committee  of  five  persons  representing  differ- 
ent denominations,  (if  it  is  a  Union  Institute,)  shall 
constitute  the  Board  of  Managers,  all  of  w^hom  shall 
be  elected  annually,  on  the  second  Monday  evening 
of ,  by  a  general  meeting  of  the  Institute. 

Article  TV. — Duties  of  Officers. 

Such  as  are  usually  performed  by  these  officers  in 
similar  associations.  [These  may  be  specified  if  de- 
sired.] 

Article  Y. — Committees. 

The  following  permanent  committees  shall  be  ap- 
pointed by  the  Board  of  Managers:  (1.)  The  Com- 
mittee  on  Business^  consisting  of  three  persons,  whose 
duty  it  shall  be  to  prepare  (one  or  two)  courses  of 
lectures,  lessons,  and  other  exercises  for  the  year. 
(2.)  The  Coiamiitee  on  Jiooins,  whose  duty  it  shall  be 
to  provide  and  keep  in  order  a  suitable  room  for  the 
meetings  of  the  Institute,  with  such  furniture,  books, 


58       Sunday- School  Teachers'  Institute. 

and  other  apparatus  as  may  be  required  in  the  oper- 
ations of  the  Institute.  (3.)  The  Committee  on  Ex- 
amination,  for  graduation. 

Article  YI. — Members. 

Pastors,  Sun  da)' -school  officers,  teachers,  and  senior 

pchohirs  may,  by  the  payment  of a  year  for  eacli 

person,  become  members  of  this  Institute. 

Article  YII. — Course  of  Study. 

The  Institute  year  shall  be  divided  into  two  Courses : 
(1.)  Tlie  Winter  Course,  commencing  on  the  second 
Monday  evening  of  January,  and  continuing  for  tliir- 
teen  weeks,  with  one  session  each  week.  (2.)  The 
Summer  Course,  which  shall  comprise  a  monthly 
meeting  from  the  first  of  May  to  the  first  of  Decem- 
ber, inclusive,  witli  a  regular  Institute  meeting  in 
September,  to  continue  three  days,  holding  at  least 
two  sessions  a  day,  or,  the  Institute  course  of  study 
shall  comprise  fifty  exercises,  (as  prescribed  on  page 
17.)     These  shall  be  continued  through  two  years,  tlie 

Institute  meeting  monthly  on  the ,  with  special 

sessions  in  the  spring  and  autumn. 

Article  YII  I.— Certificates. 

Persons  attending  the  Institute  sessions  regularly 
through  two  years,  and  passing  a  satisfactory  exam- 
ination upon  the  subjects  studied,  shall  receive  a  cer- 
tificate to  that  effect,  signed  by  the  President,  the 
Secretary,  and  the  Committee  of  Examination. 

Article  IX. — Amendments. 
[Make  sucli  provisions  as  are  deemed  advisable.] 


Sunday- School  Teachers'  Jkstitute.      59 

X. 

A  COURSE  OF   Ix\STITUTE  STUDY. 


1.  In  addition  to  the  several  elements  of  a  Sunday- 
school  institute  already  de^ribed,  we  greatly  need  a 
Sunday-school  teachers'  curriculum^  one  which  enter- 
prising teachers,  and  candidates  from  our  senior 
classes  for  the  teachers'  office,  may  pursue.  This 
course  of  study  should  cover,  in  a  general  way,  the 
field  of  Biblical  investigation  most  important  to  the 
ordinary  teacher.  It  may  then  be  woven  into  pro- 
grammes of  local  institutes  and  normal  classes. 

2.  In  1866  we  recommended  the  followiuo^  as  a 
general  course  of  study. 

First.  A  series  of  about  fifty  exercises,  to  extend 
through  one  or  two  years,  as  circumstances  may  de- 
termine, as  follows : 

(1.)  Five  lectures  by  a  professional  and  experi- 
enced teacher  on  the  principles  and  art  of  teaching. 

(2.)  Ten  lectures  on  the  Bible,  its  history,  writers, 
inspiration,  original  languages,  style,  evidences,  etc., 
with  some  simple  statements  concerning  biblical 
criticism  and  interpretation. 

(3.)  Ten  specimen  lessons  for  infant,  advanced,  and 
adult  classes. 

(4.)  Ten  exegetical  exercises  from  the  Old  and  ]^ew 
Testament  history,  from  the  Psalms,  Prophecies,  and 
Epistles. 

(5.)  Ten  Catecheticcil  lessons  for  concert  recitation 
on  Bible  history,  geography,  chronology,  ancient  man- 


60       SrxL^AY- School  Teachers'  Institute. 

ners  and  customs,  etc.,  covering  in  cornpreliensive 
lessons  the  field  of  biblical  archaeology. 

(6.)  Five  lectures  on  the  organization,  objects,  his- 
tory, management,  Church  relations  and  development 
of  the  Sunday-school  work. 

Secondly,  A  prescribed  conrse  of  reading,  which 
shall  ensure  the  careful  perusal  of  the  best  books  on 
teaching. 

3.  The  normal  studies  ^escribed  by  the  "  Depart- 
ment of  Instruction  of  the  Methodist  Episcopal  Sun- 
day-School Union  " — of  which  a  fuller  account  will  be 
given  in  the  second  part  of  this  work — have  frequently 
been  incorporated  in  the  programmes  of  District  In- 
stitutes which  held  sessions  for  three  consecutive  days. 
Six  or  seven  hours  a  day  spent  in  lectures,  specimen 
lessons,  drills,  reviews,  criticisms,  etc.,  conducted  by 
gentlemen  and  ladies  who  had  made  special  prepara- 
tion for  the  purpose,  would  enable  a  large  company 
of  teachers  to  pass  over  a  wide  range  of  subjects.  If 
several  practical  tracts,  previously  announced,  should 
be  read  before  the  institute,  (as  a  part  of  the  Normal 
Department  curriculum,)  the  work  would  be  all  the 
more  profitable.  We  have  known  districts  where 
two  such  normal  institutes  were  held  annually  with 
reference  to  the  normal  course  and  the  diploma 
provided  by  the  Board  of  Management  in  ^N'ew 
York. 

4.  Every  theological  seminary  should  introduce 
this  or  a  similar  course  of  exercises,  and  in  this  way 
make  the  coming  pastors  of  the  Church  familiar  with 
an  important  department  of  labor.  In  this  way,  too, 
we  should  provide  lecturers  and  instructors  for  the 
further  preparation  of  Sunday-school  teachers  through 
public  institutes  and  local  normal  classes. 


Sunday- School  Teachers'  Ixstitl'te.       61 

5.  Several  of  tlie  ladies'  seminaries  and  colleges  of 
America  have  already  adopted  a  course  of  Sunday- 
school  normal  study,  and  from  several  of  these  insti- 
tutions cultivated  young  people — ladies  and  gentle- 
men— have  come  forth  to  engage  in  a  service,  the 
dignity  of  which  tliey  learned  to  appreciate  by  the 
readings,  lectures,  and  practice-exercises  of  their 
"Sunday-school  Normal  Class." 

6.  Local  Unions  may  organize  Sunday-school 
teachers'  institutes  in  our  principal  cities,  adopting  a 
course  of  study,  and  by  regular  weekly  meetings  kept 
up  through  the  year,  encouraging  teachers  and  older 
pupils  to  complete  the  course. 

7.  Why  might  not  the  State  conventions  appoint 
a  summer  institute  in  the  principal  cities,  to  continue 
three  or  four  weeks,  taking  candidates  through  the 
course  in  that  time  ?  We  are  sure  that  the  Christian 
families  of  these  cities  would  open  their  homes  to  the 
country  teachers  for  that  length  of  time,  as  they  are 
riow  so  often  opened  to  the  members  of  general  as- 
semblies, conferences,  and  conventions.  And  we  are 
confident  that  no  hospitality  would  pay  as  well  to  the 
Church.  With  competent  lecturers  and  instructors, 
what  moral  power  might  these  institutes  soon  wield, 
and  right  liberally  could  themanagers,  lecturers,  etc., 
be  paid. 

8.  We  have  good  hope  that  the  ''  International 
College"  movement,  inaugurated  at  the  National 
Convention  in  1869,  may  (with  a  less  cumbrous 
and  pretentious  title)  develop  into  something  more 
than  a  plan  on  paper,  and  aid  in  the  realization  of 
the  suggestion  made  above.  We  need  a  wisely  and 
thoroughly  prepared  course  of  study  for  all  teachers, 
a  course  that  may  be  employed  in  theological  scliools, 


62       Sunday- School  Teachers'  Institute. 

colleges,  seminaries,  local  institutes,  teachers'  meet- 
ings, and  regular  Church  normal  classes.  Will  the 
Convention  of  1872  give  us  such  a  course  ?  . 

9.  Among  the  advantages  to  be  reaped  from  such 
an  arrangement  we  may  rtiention  the  following  :  * 

(1.)  Its  universal  use,  actual  or  contemplated,  will 
incite  many  to  use  it.  Men  go. in  crowds.  AVhat 
interest  and  power  attach  to  the  "  week  of  prayer," 
from  the  simple  fact  that  each  offered  prayer  is  a 
iilament  in  that  w^ondrous  belt  of  Christian  devotion 
that  girdles  the  globe  during  the  first  eight  days  of 
the  new  year ! 

(2.)  The  plan  will  tend  to  unite  schools,  and  bring 
the  talent  of  each  into  the  service  of  all.  One  reason 
of  our  present  impotency  is  the  w^ant  of  harmony  and 
co-action  amono^  the  various  denominations, 

(3.)  It  w^ill  encourage  the  right  men  to  prepare 
suitable  text-books  and  manuals  for  teachers.  There 
has  hitherto  been  singular  deficiency  in  this  depart- 
ment of  religious  and  educational  literature.  Give 
us  the  institute  as  a  fact,  and  there  are  men  among 
us  who  will  provide  "  helps  "  for  the  teachers. 

(4.)  It  may  be  said  that  we  cannot  find  competent 
lecturers,  etc.  The  movement  will  develop  the  men. 
Pastors  will  become  theological  professors,  and  the 
practical  teachers  of  our  public  schools  will  be  de- 
lighted to  use  their  talents  in  aiding  this  Sunday- 
school  reform.  At  any  rate  the  most  careless  use  of 
a  prescribed  course  will  be  a  vast  improvement  upon 
the  present  indifi'erence  and  neglect  which  so  weaken 
the  influence  of  our  Sunday-schools. 

*  These  words  were  written  in  1866. 


SpNDAY- School  Teachers'  Institute.       63 

XL 

SUNDAY-SCHOOL   INSTITUTE   PROGRAMME. 


1.  The  best  of  programmes  will  not  make  a  good 
institute;  and  yet  a  good  programme,  carefully  pre- 
pared beforehand  and  faithfully  adhered  to  by  the 
conductor,  will  contribute  no  little  to  the  success  of 
the  meeting. 

2.  As  a  matter  of  historic  interest,  and  for  the 
purpose  of  furnishing  a  variety  of  specimens,  we  have 
decided  to  reproduce  in  this  volume  several  of  the 
oldest  and  several  of  the  hest  Sunday-school  institute 
programmes  which  have  been  used  in  the  United 
States.  We  are  the  more  strongly  disposed  to  do 
this  in  view  of  the  frequent  calls  received  at  our  office 
for  "specimen  programmes." 

3.  A  few  historic  notes  in  this  connection  will  not 
be  inappropriate.  They  v/ill  serve  as  links  to  con- 
nect the  earlier  programmes,  and  perhaps  form  a 
not  uninteresting  chapter  in  the  development  of  the 
American  Sunda;y-school  work. 

First  Institute. 

At  the  Kock  River  Annual  Conference  of  the 
Methodist  Episcopal  Church  held  in  Chicago  in  Oc- 
tober, 1860,  the  Conference  Committee  reported  as 
follows:  "The  importance  of  Teachers'  Institutes  to 
the  educational  interests  of  the  country  cannot  have 
escaped  your  attention.  May  we  not  profitably  in- 
troduce somethinu^  similar  amono:  us?     Such  an  insti- 


GJ:       Sunday-School  Teach eks'  Institute. 

lute,  conducted  by  our  ablest  Sunday-scliool  educators, 
could  not  fail  to  elevate  our  standard,  and  improve 
onr  system  of  religious  culture."  This  report  was 
unanimously  adopted  by  the  Conference. 

At  the  Galena  District  Convention,  held  in  Free- 
port,  Illinois,  April  16,  1861,  the  following  question 
was  proposed  and  discussed :  '^  How  may  we  carry 
out  the  suggestion  of  our  Conference  Sunday-School 
Committee  relative  to  the  Sunday-School  Teachers' 
Institute?" 

After  some  discussion  it  was  resolved  to  organize 
an  institute.  The  following  Constitution  was  pre- 
sented and  adopted  : 

Constitution. 

Article  I.  This  organization  shall  be  called  the  Galena  Dis- 
trict Sunday-School  Teachers'  Institute,  having  for  its  object 
the  increase  of  Sunday-school  interest  and  cfRciency  throughout 
Galena  District. 

Article  II.  The  officers  (who  shall  be  elected  annually  at 
the  first  District  Convention  of  the  Conference  year)  shall  consist 
of  a  President,  four  Vice-Presidents,  and  four  Secretaries,  who, 
with  the  Presiding  Elder  of  the  District,  shall  constitute  a 
Board  of  Managers,  whose  duty  it  shall  be  to  rei>ulate  the  In- 
stitute meetings  at  each  convention,  and  to  attend  to  the  Sub- 
District  Institutes. 

Article  III.  For  the  accomplishment  of  its  objects  the  Dis- 
trict shall  be  divided  into  four  Sub-Districts,  as  follows  : 

1.  Galena,  including  Coimcil  Hill,  Ebenezer,  and  Hanover. 

2.  Warren,  including  Apple  River  and  Lena. 

3.  Frceport,  including  Cedarville,  Eleroy,  and  Forreston. 

4.  Mount  Carroll,  including  Brookville,  Elizabeth,  and  Sa- 
vaniui. 

Article  IV.  A  meetino^  of  the  Institute  shall  be  held  during 
ciich  convention  of  the  District.  Each  Sub- District  shall  hold 
an  Institute  at  such  time  as  the  President,  resident  Vice-Presi- 
dent, and  resident  Secretary  shall  determine. 


Sunday-School  Teachers'  Institute.       65 

Article  V.  The  President  shall  l)e  elected  by  ballot,  and 
shall  ])re3ide  at  all  Sub-District  Institutes,  and  his  ex^Deuses  be 
provided  for  by  each  Institute. 

Article  VI.  The  Officers  and  Teachers  of  the  several  Sab- 
bath-schools in  each  Sub-District  are  members  ex  officio  of 
their  Institute,  and  their  names  shall  be  rejDorted  by  eacli  Pastor 
to  the  Secretary  of  the  Institute. 

Article  VII.  The  order  of  exercises  shall  be  determined  by 
a  ''Business  Committee"'  appointed  for  this  purpose  at  each 
Institute. 

Article  VIII.  This  Constitution  may  be  altered  or  amended 
at  any  regular  meeting  of  the  District  Convention  by  a  vote  of 
two-thirds  of  the  members  present. 

The  next  day,  Wednesday,  April  17,  1861,  the 
following  programme  was  carried  out  in  what  we 
believe  to  have  been  the  first  regularly  organized  and 
permanent  Sunday-School  Teachers'  Institute  in  the 
country  : 

Galexa  District. 

Sunday- Scliool  Taichers    Institute^  First   Meeting  in  Freeport, 
April  17,  1861. 

Wednesday,  A.  ]M. 
From  8.00  to  8.20,  Devotional  Services. 

8.20  to  8.45,  Scnpture  Study,  (historical,)  conducted  by 

Rev.  D.  Casseday. 
8.45  to  9.10,  Drill,  on   Order    of  Exercises   in    Sabbath- 
School,  by  Rev.  C.  M.  Woodward. 
9.10  to  9.30,  Remarks   on  Public  Examinations  in   Sab- 

Ijath-Schools,  by  Rev.  C.  F.  Wright. 
9.30  to  10.00,  Scripture  Study,  (doctrinal,)  conducted  by 
Rev.  H.  Ely. — ^Adjourned. 

Wednesday,  P.  M. 
From  2.00  to  2.10,  Devotional  Service. 

2.10  to  2.30,  Plan  of  conducting  Teachers'  Meeting,  by 

Rev.  J.  M'Clane. 
2.30  to  3.00,  Sacred  Geography— Drill  conducted  by  G. 
J.  Bliss. 


66       Sun  DAY- School  Teachers'  Institute. 

From  o.OO  to  3.30,  Lecture  on  "  Our  Institute  and  Sub-Insti- 
tutes," by  Rev.  J.  H.  Vincent. — Ad- 
journed. 

The  district  was  subdivided.  Sub-district  iusti- 
tues  were  held  that  year  at  Council  Hill,  Mount 
Carroll,  Warren,  and  Freeport.  The  most  gratifying 
results  were  realized.  The  following  year  three 
more  districts  organized  institutes.  A  careful  exam- 
ination of  the  records  made  at  the  time  of  these 
institutes  satisfies  us  that  for  thoroughness  and 
practicalness  they  deserve  highest  praise.  At  every 
session  a  Bible  lesson  was  conducted,  and  the  teacher 
subjected  to  the  most  searching  criticism.  The  in- 
stitutes of  these  latter  days  which  the  author  has 
attended  do  not  excel,  and  in  some  cases  are  not  equal 
to,  those  of  the  earliest  date  in  those  features  which 
tend  to  train  teachers  for  their  work.''^ 

Other  Early  Institutes. 

The  Detroit  District  Methodist  Episcopal  Sunday- 
School  Institute,  Rev.  M.  Ilickey,  President,  was  held 
in  Detroit,  Mich.,  June  25,  26,  1861.  Since  that 
time  this  institute  has  held  twenty  semi-annual  ses- 
sions, the  last  being  at  Wayne,  Mich.,  April  10,  12, 
1871,  the  following  programme  of  which  we  fur- 
nish. 

*The  aullior  may  add  tliat  in  November,  1861,  he  issued  a  circular 
explaining  the  institute,  its  objects,  success,  etc.,  and  giving  full  direc- 
tions for  its  organization  and  management,  with  a  list  of  oVv/r  ft  riy 
topics  for  essays  and  discussion.  This  circular  was  widely  copied  by 
the  religious  press. 


Sunday-  School  Teachers'  Institute.      67 

The  Twenty-First  Semi-Anniial  Session  of  the 

DETROI  m 
ISTRIci   l^^l- 

Methodist   Episcopal    Sunday-School    Teachers'    Institute,    at 
Wayne,  April  10,  11,  12,  1871.     Silas  Farmer,  President. 

Circular  Letter  from  the  Presiding  Elder. 

Detroit,  March  3,  1871. 
To  the  Ministers  and  Sunday- ScJiool  Worlxrs  within  the  hounds 
of  the  Detroit  District  of  the  Methodist  Episcoj'ial  Church. 
Dear  Brethren  and  Friends  :  Let  me  call  special  atten- 
tion to  our  Sunday-School  Institute  to  be  held  at  Wayne.  I 
hope  there  will  be  a  general  attendance.  Our  Sunday-school 
woik  needs  to  be  looked  after  more  carefully  and  earnestly  in 
some  places,  and  at  no  place  that  I  know  of  are  we  more  likely 
to  become  alive  to  tlie  true  interests  of  the  Sunday-school  than 
at  our  institute,  where  the  earnest  laborers  come  together  for  a 
review  of  the  past,  and  to  lay  i)Lins  for  the  future.  Let  us 
have  a  large  gathering.     Truly  your  fjUow-laborer, 

F.  A.  Blades. 

Special  Notices. 

1.  Our  friends  in  Wayne  invite  a  large  attendance,  and  free 
entertainment  will  be  gladly  provided  for  all  Sabbath -school 
workers  on  the  district  that  attend. 

2.  Each  school  on  the  district  is  earnestly  requested  to  send 
to  the  institute  a  committee  of  three,  wath  the  understanding 
that  they  report  on  returning  concerning  the  work  and  sugges- 
tions of  the  institute. 

3.  Every  person  whose  name  appears  on  the  programme  in 
connection  with  any  duty  consented  to  serve,  and  was  duly 
notified  from  six  to  ten  weeks  previous  to  the  time  fixed  on  for 
the  session. 

4.  Ministers  and  Superintendents  receiving  this  programme 
are  paiticularly  requested  to  call  special  attention  to  the  insti- 
tute in  their  Churches  and  Schools  on  the  two  Sabbaths  next 
preceding  the  session. 

5.  Please  give  the  institute  a  place  in  your  prayers.    Surely  we 


GS      Sunday-  School  Teachers'  Institi'Ta. 

need  wisdom  in  our  work,  and  we  tliink  the  Lord  will  give  it 
us  through  this  institute  if  we  pray  about  and  attend  it. 

6.  Please  try  and  arrange  your  business  so  as  to  Ite  present  at 
the  first  session  on  Monday  evening,  and,  if  possil^le,  stay  througii 
the  entire  session  of  the  institute,  and  you  will  surely  be  greatly 
the  gainer. 

Programme. 

Monday  Evening.      7.3U  o'clock — Opening  Exercises. 

1.  Why  ought  every  one  to  be  interested  in  the  Sunday-school 
work,  and  how  may  its  usefulness  be  increased  by  those  who 
are  not  directly  laboring  in  it  ? — Rev.  W.  X.  Ninde,  Detroit. 

2.  The  Sabbath-school  a  national  defense.* — Prof.  W.  C.  Clemo, 
Farmington. 

Tuesday,  A.  M.     8.30  o'clock — Prayer  Meeting. 

3.  Sunday-school  Concerts ;  what  may  and  what  should  not 
be  done ;  names  and  kinds  of  appropriate  exercises. — Rev.  L. 
Lee,  Northville. 

4.  Bible  Classes:  Their  management,  subjects  of  study,  and 
helps  in  the  work. — W.  J.  M'Cune,  Detroit. 

5.  Singing  in  our  Sunday-schools  ;  how  can  it  be  made  more 
artistic,  ajDpropriatc,  devotional,  and  general,  and  what  is  its 
relative  value  as  an  auxiliary  in  our  work. — C.  T.  Barnard, 
Wayne. 

Asking  and  answering. 

Tuesday,  P.  M,     2  o'clock— Opening  Exercises. 
C.  Qualilications  and  deportment  of  Sabbath-school  Teachers. 
—Rev.  VV.  H.  Benton,  Plymouth. 

7.  Change  places. — J.  E.  Jacklin,  Detroit. 

8.  The  Teachers'  Meeting. — Silas  Farmer,  Detroit. 

Tuesday  Evening.     7.30  o'clock— Opening  Exercises. 

9.  In  what  particular  kinds  of  religious  work  may  children 
engage,  and  how  shall  we  enlist  them  in  it. — H.  Hitchcock, 
Detroit. 

10.  Institute  Class  Meeting.  Personal  experience  in  the 
Sunday-school  work,  especially  as  teachers.  Were  you  con- 
verted before  or  while  teai;hing?     How  long  have  you  been 


Sunday- School  Teachp:rs'  Institute.       GO 

engaged  in  teaching,  and  in  what  pL^ces?     What  difficulties 
and  hindernnces  do  you   meet,  and  what  compensations  and 
rewards  have  you  had  ? 
Asking  and  answering. 

Wednesday,  A.  M.     8.30  o'clock — Praise  ]\Ieeting. 

11.  What  accessories  to  the  Sunday-school  can  be  employed 
during  the  week  to  interest,  entertain,  and  profit  the  entire 
community,  especially  its  young  people?  Rev.  G.  C.  Yemans, 
Detroit. 

12.  What  can  we  do  to  promote  the  permanent  growth  in 
chaiacter  and  intellect  of  those  now  in  our  schools?  Rev.  J. 
Frazer,  Trenton.      « 

13.  Self-sacrifice  on  the  part  of  teachers  an  antidote  to  per- 
sonal ambition,  and  an  essential  element  of  success  in  the  Sun- 
day-school work.     Rev.  J.  G-,  Morgan,  Belleville. 

Asking  and  answering. 

Wednesday,  P.  M.     2  o'clock — Opening  Exercises. 
Business. 
3  o'clock — Children's  Meeting. 

After  the  presentation  of  each  topic,  from  10  to  20  minutes 
will  be  allowed  for  verbal  questioning  of  the  essayist  or  any 
member  of  the  institute. 

Union  Institutes. 

On  November  17,  1864,  an  essay  was  read  by  the 
author  of  this  volume  before  the  Cook  County 
Sunday-School  Teachers'  Convention  in  Chicao-o : 
subject :  ''A  permanent  Sunday-Scliool  Teachers'  In- 
stitute for  the  Xorth-west."  Having  discussed  with 
some  carefuhiess  and  thoroughness  the  demands  of 
the  Sunday-school  work  upon  the  teacher  the  follow- 
ing suggestion  was  made :  "  What  we  want  is  to  lift 
up  before  all  the  schools  and  the  teachers  a  regular 
system  of  teacher-training;  not  merely  to  provide  a 
printed  outline  of  studies,  but  to  organize  a  class  for 


70       Sunday- School  Teacheks'  Institute. 

the  training  of  teachers  to  which  certain  persons 
shall  be  admitted,  and  which  shall  serve  as  a  public 
model  of  w^hat  ought  to  be  done  in  every  school,  and 
of  jnst  how  it  ought  to  be  done.  One  such  model 
class,  or  institute,  or  normal  school  in  a  city  like 
Chicago  would  do  more  in  one  year  toward  attract- 
ing attention  to  the  important  subject  of  training, 
and  of  prescribing  the  practicable  plan  for  securing 
training  every-where,  than  twenty  conventions  a 
year,  with  all  the  talking  and  discussing  incident  to 
such  convocations.  Such  a  class,  permanently  or- 
ganized, could  bring  to  its  aid  the  Ifest  talent  of  our 
pulpits,  colleges,  and  theological  schools.  Illustra- 
tions of  teaching  among  all  classes,  lectures  upon  the 
various  departments  of  Bible  investigation,  critical 
study  of  the  sacred  text  itself,  weekly  preparation  of 
assigned  tasks,  would  soon  raise  up  a  class  of  com- 
petent Sunday-school  teachers  in  our  midst,  every 
one  of  whom  would  inspire  the  teachers  of  our  schools 
with  holy  ambition  to  secure  greater  efficiency  in 
teaching.  An  institute  of  this  kind  in  Chicago, 
under  the  auspices  of  your  Union,  in  rooms  ap- 
proi)riately  furnished  for  the  use  of  Sunday-school 
teachers,  might  wield  an  amount  of  influence  through- 
out the  schools  of  the  North-west  which  at  a  casual 
glance  you  may  not  estimate. 

"  As  it  is,  our  labors  are  too  much  divided.  Your 
Union  meets  in  a  dozen  different  places  during  the 
year.  You  must  depend  on  fifty  different  men  to 
talk,  teach,  and  suggest.  No  fixed  place  is  prescribed 
for  more  than  one  or  two  meetino;s  at  a  time.  No 
continuous  course  of  investigation  is  followed.  It  is 
a  noble  Convention  in  itself,  and  does  good,  but  we 
need   concentration.     We   must   put   more  strength 


Sunday- School  Teachers'  Institute.      71 

into  our  Union  efforts,  and  let  the  preparation  for 
tliem  be  of  the  highest  class.  There -is  no  one  room 
where  teachers  may  meet.  We  should  be  able  to 
find  in  some  central  place  maps,  charts,  cards, 
Sunday -school  apparatus  of  various  kinds,  the  latest 
and  best  works  on  Sunday-school  teaching,  etc.  To 
such  a  center  teachers  from  the  country  may  come 
and  receive  suggestions,  all  Sunday-school  informa- 
tion and  appliances  may  here  be  concentrated,  and 
every  winter  a  regular  course  of  evening  lectures 
and  lessons  be  given  to  our  teachers  or  to  a  select 
number  of  our  senior  scholars  from  the  different 
schools  whom  we  wish  to  prepare  for  the  teacher's 
office. 

"  In  this  hurried  essay  it  is  difficult  to  convey  a 
correct  idea  of  what  I  propose  without  leaving  upon 
your  minds  the  impression  that  the  method  is  heavy, 
complicated,  and  impracticable.  That  it  requires 
effort  and  yjerseverance  I  do  not  deny.  The  lack  of 
these  is  what  makes  our  schools  so  inefficient.  We 
uho  are  awake  to  tlie  value  of  the  Sunday-school  as 
part  of  the  Church,  and  who  are  willing  to  work, 
must  be  ready  for  difficult  labor.  An  organization 
of  this  kind  might  at  first  enlist  comparatively  few, 
but  it  would  present  a  model  to  the  Sunday-school 
laborers  throughout  the  country,  and  thus  increase 
the  interest  of  our  teachers  in  the  work  of  prepara- 
tion. It  would  require  time  and  money ;  but  the 
ends  contemplated  would  compensate  us  a  hundred 
fold  for  all  expenditures. 

"  The  plan  proposed  is  not  new.  Our  English 
brethren  illustrate  the  scheme  in  the  London  Sunday- 
School  Union.  In  the  Memorial  Building — erected, 
I  think,  in  1856  at  ^o.  56  Old  Bailev — you  mav  see 


72      Sunday- School  Teachers'  Institute. 

the  plan  in  successful  operation.  In  connection  with 
ample  publishing  and  sales-rooms  they  have  a  large 
and  elegantly  furnished  committee-room,  an  extensive 
teachers'  library,  two  or  three  Bible-class  rooms,  and 
a  hall,  with  gallery  large  enough  to  accommodate  five 
hundred  persons.  Here  Sunday-school  teachers  of 
every  denomination  meet  for  consultation,  for  read- 
ing, for  study,  and  worship. 

"  A  regular  Sunday-School  Union  N"ormal  College 
is  organized  ;  and,  as  the  first  important  step  toward 
its  full  establishment,  a  training  class  meets  in  the 
Lecture  Hall,  No.  56  Old  Bailey,  on  every  Wednes- 
day evening,  commencing  at  half  past  seven  o'clock 
precisely  and  closing  at  nine  o'clock. 

'•  The  Sunday-school  work  in  England  is  not  gener- 
ally so  prosperous  as  with  us  ;  but  the  London  workers 
have  adopted  the  true  method  for  acquiring  power, 
and  of  achieving  great  things  from  God.  All  the 
schools  under  the  care  of  the  London  Union  must 
certainly  prosper.  Their  Memorial  Building,  with 
its  library  for  teachers  and  its  lecture  hall — the 
Union,  with  its  training  class,  regular  lectures,  and 
normal  colleo^e,  are  the  best  things  Eno-land  has  done 
in  the  Sunday-School  Department.  What  they  have 
we  ought  to  have,  and  we  might  enjoy  at  once  sub- 
stantially all  that  they  possess,  and  our  schools  grow 
rapidly  under  the  new  regime. 

"  Sunday-school  teachers,  let  us  remember  that  if 
we  fail  in  our  work  it  will  be  either  because  we  do 
not  trust  enough  in  God,  or  because  we  do  not  aim 
high  enough  in  seeking  the  qualifications  requisite 
to  the  faithful  performance  of  the  work  appointed. 
Let  us  aim  high  and  trust  in  God.  A  field  broader 
than  ever  opens  before  us.     We  are  planting  seeds  and 


Sunday- School  Teachers'  Institute.      73 

saplings  that  shall  flourish  in  noble  forests  ages 
hence.  Let  us  put  in  the  ground  trees  that  shall  rise 
high,  cast  broad  shadows,  and  bear  perennial  fruit, 
and  a  thousand  years  from  now,  when  w^e  sleep  in 
Graceland  or  Greenwood,  or  on  some  battle-field  or 
in  mid-ocean,  they  who  live  shall  say,  'Blessed  are 
they  who  planted  trees  of  such  noble  height,  broad 
branches,  and  bearing  such  goodly  fruit.'  "  * 

On  November  22  in  the  same  year,  and  independ- 
ently, we  have  no  doubt,  of  the  previous  movements, 
the  following  programme  was  issued,  and  on  Decem- 
ber 6,  1864,  Messrs.  Pardee  and  Wells  held  their  first 
regular  Sunday-School  Institute,  to  which  Mr. 
Pardee  makes  reference  in  his  admirable  "  Index :" 

Steuben  County 

Sallatli- School  Teachers  Institute.    Ralph  Wells,  Esq.,  and  R  G. 
Pardee,  A.M.,  of  New  TorTc  City,  Instructors. 

This  Institute  or  Training  Class  is  to  be  held  at  the  Methodist 
Church  in  Coming,  beginning  on  Tuesday  evening,  December 
C,  1864,  is  to  continue  through  Wednesday  and  Thursday, 
and  is  intended  to  aid  in  the  supply  of  a  felt  need  in  all  our 
SabI»atli-schools  for  increased  efficiency  in  Sabbath-school  in- 
struction. It  is  believed  to  be  a  step  in  advance.  The  names 
of  the  gentlemen  who  have  consented  to  give  us  the  benefit  of 
their  large  experience,  extensive  observation,  and  careful  study, 
constitute  a  full  guarantee  to  those  who  know  them  that  no 
Sabbath-school  teacher  in  the  county  cnn  afford  to  miss  this  op- 
portunity for  gaining  practical  knowledge  with  reference  to  the 
best  method  of  Sabbath-school  teaching.  The  older  members 
of  our  Bible  classes,  as  well  as  those  already  teachers,  should 
attend.  We  hope  that  every  Sunday-school  will  send  a  dele- 
gation, and  we  will  undertake  to  provide  entertainment  for  all. 

*  The  above  suggestions  were  adopted  by  the  Convention,  a  com- 
mittee appointed,  and  a  regular  course  of  meetings  announced.  (Sec 
pp.  75-77.) 


74      Sunday- School  Teachers'  Institute. 

The  Institute  is  not  for  sijeech  making,  or  reports,  or  Bible- 
class  teaching,  but  for  tlic  purpose  of  imparting  and  receiving 
instruction  and  suggestions  in  tiie  art  of  teaching  in  the  Sunday- 
school. 

Those  who  receive  this  circular  are  earnestly  requested  to  in- 
tenst  themselves  in  securing  a  good  attendance  from  their 
locality,  and  to  send  to  either  of  the  undersigned  the  names  of 
those  who  will  attend,  that  we  may  make  proper  arrangements 
for  their  entertainment. 

We  shall  be  happy  to  greet  Sunday-school  laborers  from 
abroad  who  may  be  interested  to  see  the  Nvorking  of  this  ex- 
periment. 

It  is  earnestly  desired  that  all  who  can  will  be  present  at  the 
opening  and  remain  to  the  close  of  the  exercises. 

Obder  of  Exercises. 
Tuesday  Evening,  December  6,  7  o'clock. 
Three  addresses,  introductory.     It  is  quite  important  that  all 
hear  these  first  addresses. 

"Wednesday,  A.  M.,  9  o'clock. 

1.  Devotional  exercises  for  half  an  hour. 

3.  Sunday-School  Teachers'  Meeting,  conducted  by  Mr.  Wells. 

3.  Criticisms,  and  questions  asked  by  the  class. 

Wednesday,  P.  M.,  2  o'clock. 

1.  Teachers'  meeting,  conducted  by  Mr.  Pardee. 

2.  Criticisms  and  questions  as  before. 

3.  Model  lesson  by  Mr.  Wells. 

Wednesday  Evening,  7  o'clock. 
Addresses,  etc. 

Thursday,  A.  M.,  9  o'clock. 

1.  Half  hour  spent  in  devotional  exercises. 

2.  Best  methods  of  conducting  Sabbath-schools,  by  Mr. 
Wells  and  Mr.  Pardee. 

3.  Methods  of  Bible-cla8s  teaching,  by  Mr.  Wells,  followed 
by  criticisms,  etc. 


Sunday- School  Teacheks'  Institute.       75 

Thuksday,  p.  M.,  3  o'clock. 
1,  Methods  of  infant-class   instruction,  by  Mr.  Pardee,  fol- 
lowed by  criticisms,  etc. 

3.  Model  lesson  by  Mr.  Wells. 

8.  At  4  o'clock  a  children's  meeting. 

Thursday  Evening,  7  o'clock. 
A  geiieral  Sundaj^-School  Meeting,  closing  the  institute. 

Will  not  every  friend  of  the  Sabbath-school  make  an  earnest 
eflbrt  to  secure  the  complete  success  of  this  undertaking? 

G.  A.  Staekweather,  Pastor  of  tlie  Bcrptist  Church. 

R.  HoGOBOOM,  Pastor  of  the  M.  E.  Church. 

W.  A.  NiLES,  Pdfstor  of  the  Presbyterian  Church. 

Tiie  following  is  tlie  course  of  study  which  was 
adopted  by  the  Chicago  brethren  after  tlie  sugges- 
tions made  at  then'.  Convention,  repoi'ted  on  pages 
69-73. 

NOHTH-WESTERN  SUNDAY-SCHOOL  TeaCHERS'  INSTITUTE. 

Wilder  Course. 

1.  Jan.  9,  1805.  Lecture  on  "Concert  Exercises  in  the  Sab- 
bath-school," by  Rev.  J.  H.  Vincent. 

[This  lecture  will  be  illustrated  by  the  "  Palestine  Class " 
method,  with  a  recitation  on  "The  Bible  Lands.] 

Business  meeting. 

3.  Jan.  16.  "  The  Teacher  in  the  Preparation  of  his  Lesson." 
An  address,  with  illustrations,  by  Rev.  E.  A.  Pierce.  To  be 
followed  by  general  conversation  on  the  subject. 

3.  Jan.  33.  Specimen  lesson  :  "The  Temptation  of  Christ," 
Matt,  iv,  1-11,  by  Rev.  E.  G.  Taylor. 

[Twenty  minutes  Avill  be  devoted  to  a  criticism  of  the  method 
adopted  by  the  conductor  of  the  lesson ;  to  be  followed  by  a 
conversation  on  the  subject  of  "  Order  in  Sabbath-Schools." 

4.  Jan.  39.     Lecture  on  "The  History  of  the  Bible." 

[An  analysis  of  the  lecture  will  be  given  on  the  blackboard, 
and  the  class  exercised  in  a  concert  drill  upon  it.]  Thirty 
minutes  spent  in  a  soci;il  interview. 


76       Sunday- School  Tkacheks'  Institute. 

5.  ¥('h.  G.  Preparation  Class:  Subject,  "Tlie  four  thousand 
leil,"  Matt.  XV,  29-39. 

[In  this  exercise  all  members  are  expected  to  bring  some  facts 
or  suggestions  ilkistrative  and  exphmatory  of  the  lesson. 

On  this  evening  the  "  Question  Drawer  "  will  be  opened,  at 
Avliich  time  any  practical  difficulties  in  the  organization,  gov- 
ernment, and  instruction  of  Sunday-schcols  may  be  proposed 
and  discussed. 

G.  Feb.  13.  Lecture  on  the  "  Teacher's  Qualifications,"  by  J. 
L.  Pickard,  Esq.,  Superintendent  of  Public  Schools.  Conversa- 
tion on  the  topic  of  the  lecture  for  twenty  minutes. 

Business  meeting. 

7.  Feb.  20.  AValks  about  Jerusalem.  [In  this  exercise  the 
blackboard,  maps,  photographs,  stereoscopic  views,  etc.,  will 
be  employed. 

8.  Feb.  27.  The  Infant  Class  :  A  specimen  exercise,  followed 
by  conversation. 

Social  interview  for  thirty  minutes. 

9.  March  6.  Lecture  on  "  What  and  How  to  Teach  in  Sun- 
day-School," by  J.  S.  Dennis,  Esq. 

Conversation  on  topic  of  lecture  for  twenty  minutes.  Busi- 
ness meeting. 

10.  March  13.  Model  Adult  Bible  Class:  Subject,  "Char- 
acter of  Peter."  Criticism  for  twenty  minutes.  Conversation 
on  "  Sunday-School  Kooms  and  Furniture." 

11.  March  20.  Lecture  on  "The  Teacher's  Office,"  by  Rev. 
D.  P.  Kidder,  D.  D. 

[After  the  lecture  the  class  wall  spend  thirty  minutes  in  col- 
lecting scriptural  texts,  allusions,  illustrations,  etc.,  descriptive 
of  the  true  teacher.] 

12.  March  27.  Specimen  Lesson:  Subject,  "The  Conversir)n 
of  Saul."     Business  meeting. 

13.  April  3.  Preparation  Exercise  on  "  The  Domestic  Habits 
of  the  Bible  Times,  as  illustrated  by  the  present  habits  of  the 
East." 

The  first  meeting  of  the  institute  will  be  hold  in  the  prayer 
room  of  the  Young  Men's  Christian  Associaticm,  unless  the  at- 
tendance shall  be  large  enough  to  justify  the  opening  of  the 
lectuie-room  of  the  First  Methodist  Episcopal  Church  in  the 
same  building.  E.  W.  IIawley,  Secretanj. 


Sunday-  School  Teachers'  Institute,       77 

Concerning  this  ])rogi*annne  tlie  Chicago  ''Sunday- 
School  Quarterly  "  for  July,  1865,  says  : 

The  North- western  Sunday-School  Teachers'  Institute, 
Hk!  orgauizatioii  of  wiiicli  was  annoiinced  m  the  January 
number  of  the  Quarterly,  has  proverl  a  gratifying  success. 
Over  seventy  regular  students  are  reported.  [Then  follows  a 
report  of  the  winter  course.] 

The  summer  course  commenced  May  22,  by  a  geographical 
recitation  on  "The  Wanderings  of  Israel." 

The  sec(md  session  was  held  June  5.  A  Scripture  lesson 
was  given  by  Rev.  J.  H.  Vincent :  Subject,  "  The  Transfigura- 
tion of  Christ."  The  following  is  the  remainder  of  the  course 
for  the  year: 

July  10.  Lecture  and  concert  recitation  on  "  The  Historic 
Books  of  the  Old  Testament." 

Aug,  7.  Lecture  and  concert  recitation  on  '•  The  Prophetic 
Books." 

Sept.  4.     At  3  o'clock  P.  M.,  Special  Juvenile  CLiss. 

Sept.  4.  At  8  o'clock  P.  M.,  Lecture  on  "  The  History  of  the 
Sunday-School  Movement." 

Sept.  o.     At  9  o'clock  A.  M.,  Bible  study,  "  Saul  at  Endor." 

Sept.  5.  At  3  o'clock  P.  M.,  G-eonraphical  recitation,  "  The 
Captivity  of  Israel." 

Sept.  5.  At  8  o'dock  P.  M.,  "  Tlie  Model  Sunday-School 
Illustrated." 

Oct.  2.  Lecture  and  concert  recitation  on  "  The  Historic 
Books  of  the  New  Testament." 

Nov.  G.     Bible  study,  "  Job,  first  chapter." 

Dec.  4.     First  anniversary.     Lecture  on  "Teaching." 

Autumnal  Reunion 
Of  the  Chicago  Sunday-School  Unmi,  the  Cook  County  Stinday- 
School  Convention,  and  the  North-ic ester n  Sunday- School  Teach- 
ers' Institute,  Tuesday,  Wednesday,.  Thursday,  and  Friday, 
JVoveniher  7-10,  1865,  at  the  First  Methodist  Ejnscopal  Church, 
Chicago,  III. 

Order  of  Exercises. 
1.  General  meeting,  Tuesday  evening-,  November  7,  audience 
room.     E.  S.  Skinner,  Esq.,  Pjesident  of  Chicago  Sunday-School 


78      Sunday- School  Teachers'  Institute. 

Union,  in  the  Cliair.  Addresses  by  Rev.  W.  B.  Wright,  Rev. 
E.  J.  Goodspec'd,  Rev.  O.  H.  Tifl'any,  D.  D.,  and  Rev.  Frederick 
T.  Brown,  D.  D.  Singing  by  the  Snnday-School  Quartette  Club 
and  the  congregation.  Exercises  will  commence  precisely  at 
7.30  P.  M. 

2.  Cook  County  Sunday-School  Convention,  Wednesday, 
A.  M.,  November  8,  lecture  room. 

Programme. 

9.30  to  10,  Devoticmal. 

10  to  10.45,  Temporary  organization ;  Permanent  organiza- 
tion. 

10.45  to  11.55,  Discussion:  ^'  How  shall  we  reach  the  children 
of  Cook  County  with  the  Gospel  and  its  means  of  culture  ?  " 

11.55,  Adjourn  to  noon  meeting,  Young  Men's  Christian  As- 
sociation Rooms. 

Wednesday,  P.  M.,  Lecture  Room. 

2.30  to  2.45,  Opening  ser\dce. 

2.45  to  3.30,  Discussion :  "  How  shall  we  more  deeply  in- 
terest the  Church  in  the  Sunday-school,  and  how  increase  our 
adult  classes  ?  "     Essay  by  Rev.  J.  M.  K.  Looker. 

3.30  to  4,  Discussion  :  "Is  it  practicable  to  introduce  a  uni- 
form system  of  lessons  into  all  our  Sunday-schools?"  Opened 
by  G.  W.  Perkins,  Esq. 

4  to  4.15,  Singiug. 

4.15  to  5,  Discussion  :  "  What  are  the  princij^al  difficulties 
experienced  in  the  prosecution  of  the  Sunday-school  work,  and 
how  may  they  be  obviated  ? " 

Wednesday  Evening. 

Evenino-  of  prayer  for  the  Sunday-school.  [Special  request 
l)y  the  Committee  of  the  Cook  County  Sunday-School  Conven- 
ti<m.]  As  this  is  the  evening  usually  spent  by  the  Churches  in 
the  regular  Church  prayer-meeting,  we  have  decided  to  hold 
no  general  meeting ;  and  we  respectfully  request  all  pastois  of 
the  city  and  county  to  call  the  attention  of  their  Churches  to 
the  Sunday-school  cause.  Let  the  following  topic  be  presented 
at  every  meeting  throughout  the  city  and  county  for  practical 
and  very  brief  suggestions  :  "  How  shall  we  secure  the  spiritual 
results  whidi,  as  Sunday-school  workers,  wc  have  a  right  to 


Sunday-School  Teachers'  Institute.       79 

expect,  ?  "  Will  the  pastor  or  other  person  take  brief  notes  of 
the  suggestions  offered,  and  be  prepared  to  present  them  at  the 
meeting  of  the  Convention  on  Thursday  morning?  We  re- 
quest prayers  in  behalf  of  all  pastors  and  Sunday-school  officers ; 
in  behalf  of  adult,  juvenile,  and  infant  classes;  of  converted 
scholars,  and  especially  of  the  unconverted  ;  in  behalf  of  mis- 
sion-schools, and  of  the  thousands  of  children  in  our  city  and 
county  who  are  not  reached  as  yet  by  Sunday-school  influence. 

Thursday,  A.  M.,  November  9,  Lecture  Room. 

10  to  10.45,  Opening  exercises  and  transaction  of  business. 

10.55  to  11.55,  Reports  from  the  various  prayer-meetings  of 
last  evening  with  especial  reference  to  the  topic,  ''  How  shall 
we  secure  the  spiritual  results  which,  as  Sunday-school  workers, 
we  have  a  right  to  expect  ?  " 

11.55,  Adjourn  for  noon  prayer-meeting. 

3.  North-western  Sunday- School  Teachers  Institute, 
Thursday,  P.  M.,  lecture  room. 

3.20  to  3,  Opening  exercises. 

3  to  3.45,  Bible  study  :  "  Elijah  and  the  Prophets  of  Baal." 
Conducted  by  Mr.  William  Lawrence. 

3.45  to  4.15,  Conversation  on  methods  of  Bible  teaching. 
4.15  to  5,  Lecture  on  the  inspiration  of  Scripture  by  Rev.  C. 
H.  Fowler. 

Thursday  Evening,  Audience  Room. 

7.30  to  8.30,  The  model  Sunday-school  described  and  illus- 
trated. [A  school  of  twenty  classes,  and  over  one  hundred 
scholars,  will  assemble  in  the  Church  and  hold  a  regular  ses- 
sion.] 

Friday,  P.  M.,  Lecture  Room. 

2.30  to  2.45,  Opening  exercises. 

2.45  to  3.30,  An  object  lesson  by  Miss  M.  E.  Davis. 

3.30  to  4,  Conversation  on  object  teaching. 

4  to  4.30,  Geographical  recitation.     Subject :  "  Hebron." 

4.  Annual  Festival  and  Sociable  of  the  Chicago  Sunday- 
School  Union,  Friday  evening,  November  10,  at  Bryan  Hall. 

0 


so      Sunday-  School  Teachers'  Institute. 

Refreshments,  music,  and  adflresses.  Philip  Phillips,  of  Cincin- 
nati, the  swett  singer  of  the  Snnday-Scliool  Israel  and  author 
of  "  Musical  Leaves,''  uill  sing  several  pieces.  Tickets  of  ad- 
mission, including  a  supper  check,  $1. 

QuiNCY  SuNDAY-ScnooL  Teachers'  INSTITUTE,  Saturday 
afternoon^  Novemher  25,  1805.  The  model  Sunday-school  de- 
scribed and  ilbistruted. 

Programme. 
2.30  to  2.45,  Singing  by  the  congregation. 
2.45  to  3.45,  A  Sanday-school  session. 
Name  of  school  :  "The  Institute  Sunday-School." 
Officers :  J.  H.  Vincent,  Superintendent ;  Thomas  Pope,  As- 
sistant ;  A.  C.  Skinner,  Secretaiy ;  G.  W.  Foss,  Treasurer ;  S.  P. 
Church,  Librarian  ;  Dr.  Talcott,  Chorister. 

The  audience  is  requested — 1.  To  join  with  the  school  in 
singing.  2.  To  maintain  perfect  order  during  the  thirty  minutes 
spent  l)y  the  school  in  Scripture  study. 

The  Institute  Sunday-School,  Saturday  afternoon,  November  25. 

Order  or  Exercises. 

I.   Opening. 

1.  Singing. 

2.  The  Beatitudes  read  by  the  assistant  superintendent  and 
the  school.     (Matt,  v,  1-10.) 

3.  Prayer,  (the  entire  school  standing.)  Close  by  repeating 
in  concert  the  Lord's  Prayer. 

4.  Singing. 

5.  Roll  of  teachers. 

II.  Bible  Study. 

1.  Announcement  of  the  lesson. 

2.  Preparatory  prayer. 

3.  Study  for  thirty  minutes. 

4.  Recitation  of  the  Golden  Text. 

5.  General  Review. 

III.    Cldsing 
1.  Singing.  2.  Closing  s:rvice. 

Let  the  whole  school  rise  at  the  signal  and  repeat  the  follow- 
ing :  "Let  the  words  of  my  mouth  and  the  meditation  of  my 


Sunday- School  Teachers'  Institute.       81 

heart  be  acceptable  in  thy  sight,  O  Lord,  my  strength  and  Re- 
el temcr/' 

Then  the  superintendent  shall  say  :  '"The  Lord  watch  be- 
tween me  and  thee  when  we  are  absent  one  from  the  other/' 

Bell  signals:  One  stroke,  "silence,"  or  ''be  seated."  Two 
strokes,  whole  school  rise.     Three  strokes,  teachers  only  rise. 

The  Lesson,  Matt,  v,  1-10. 

Golden  Text,. verses  6,  8. 

3.45  to  4,  Geographical  recitation  :  "  The  Wanderings  of 
Israel." 

4  to  4.15,  Question-Drawer  Opened. 

4.15  to  5,  Business. 

M.  E.  S.  S.  Teachers"  Institute  of  Washington  and  George- 
town, D.  C.    Foundry  M.  E.  Churchy  Tuesday^  May  15,  1867. 
Scriptural  Study  :  The  Childhood  and  Youth  of  Jesus. 
Institute    Text-Book  :    Helpful   Hints  for    the    Sunday- 
School  Teacher. 

I.  Tuesday  Morning,  The  Student-Teacher. 

I.  Introductory. 
Opening  services,  9  to  9.15. 

II.  The  Teacher  s  Acquisition  of  Knoicledge. 

1.  Remarks,  9.15  to  10.15. 

(1.)  Why  does  a  Sunday-school  teacher  need  a  general  jDi'e- 
2)aratory  training  in  order  to  teach  specific  lessons  successfully'-  ? 

(2.)  What  does  this  general  prepaiatory  tiaining  comprise  ? 

(3.)  Why  docs  an  educated  Sunday-school  teacher  need 
special  preparation  for  each  lesson  ? 

(4.)  What  are  some  of  the  best  methods  for  studying  the  word 
of  God? 

2.  Reading  exercises,  10.15  to  10.45.  "Helpful  Hints."' 
C.  v.,  page  16. 

3.  Preparation  exercises,  10.45  to  11.10. 

(1.)  Examine  the  accounts  we  have  of  Christ's  birth  and 
youth;  when,  where,  and  by  whom  written  ? 

(2.)  Analyze  and  arrange  these  accounts  in  several  distinct 
topics. 

(3.)  Study  as  in  preparation  for  teaching,  Luke  ii,  8-14, 
"The  w^onderfal  watch-nit^ht."' 


82      Sunday-  School  Teachers'  Institute. 

III.   The  Teacher  communicating  Knowledge, 

1.  Essay,  11.10  to  11.2.).  ITow  shall  we  hold  the  attention 
of  our  scholars  ? 

2.  Remarks,  11.25  to  11.35. 

3.  Specimen  lesson,  11.35  to  12.  "From  star  to  star,  or  wise 
men  in  search  of  Jesus,"  Matt,  ii,  1-11. 

4.  Reading  exercise,  12  to  12.15.  "  Helpful  Hints,"  C.  VII, 
page  28. 

II.  Tuesday  Afternoon,  Sacred  Geograj)hy  and  Antiquities. 
I.  Introductory. 
Opening  services,  2.30  to  2,45. 

II.   Uses^  Methods,  and  Illustrations. 

1.  Remarks,  2.45  to  3.15  :  (1.)  Of  what  advantage  to  the 
Bible  student  is  the  study  of  sacred  geography  ?  (2.)  Is  it 
proper  to  make  it  a  subject  of  Sunday-school  study  ?  (3.)  How 
sliall  we  teach  this  and  kindred  topics  so  as  not  to  interfere 
with  the  spiritual  objects  of  the  Sunday-schools? 

2.  Studies  in  sacred  geography  and  antiquities,  3.15  to  4.30 : 
(1.)  What  civil  and  religious  laws  existing  in  the  times  of 

Christ  are  indicated  in  the  lessons  for  the  day  ?  (2.)  What  an- 
cient manners  and  customs  ?  (3.)  What  places  are  mentioned  ? 
(4.)  Trace  the  journeys  of  Jesus  during  his  youth.  (5.)  Exer- 
cise on  "The  Mountains  of  Jesus."  (6.)  The  Palestine  class 
described  and  illustrated. 

The  Question-Drawer  Oi^ened.     4.30  to  5. 

III.  Tuesday  Evening,  Miscellaneous. 

I.  Sunday-School  Teachers''  Prayer  Circle.     7.30  to  8. 

II.  Infant  Class.     8  to  8.30. 

III.   Question  Drawer.     8.30  to  9. 

New  York  Sunday-School  Institute, 
To  he  held  at  the  Reformed  Dutch  Church  {corner  of  5th  Ai^enue 

and  2dth  street,  New  Yorlc)  on  Sunday,  Monday,  Tuesday,  Wed- 

nesday,  Thursday.,  and  Friday  evenings^  March  17-22,  1867. 

Conductor :  Rev.  J.  H.  Vincent. 

Lectureis  and  Teachers:  Rev.  T.  E.  Vermilye,  D.  D.,LL.D. ; 
Rev.  S.  H.  Tyng,  D.  D. ;  Rev.  Howard  Crosby,  D.  D. ;  Ralph 


Sunday-School  Teachers'  Institute.       83 

Wells,  Esq. ;  R.  G.  Pardee,  Esq. ;  Andrew  A.  Smith,  Esq. ;  Rev. 
T.  W.  Chambers,  D.  D. ;  K  A.  Calkins,  Esq.;  John  8.  Hart, 
LL.  D. ;  Rev.  C.  8.  Robinson,  D.  D.  ;  Rev.  S.  H.  Tyng,  Jr. ;  Rev. 
H.  D.  Ganse ;  Rev.  R.  J.  W.  Buckland ;  Rev.  William  M. 
Paxton ;  Rev.  Dr.  Anderson ;  Rev,  W.  T.  Sabine. 

Musical  Director :  Professor  Philip  Pliillips. 

Committee  of  Arrangements :  S.  8.  Constant,  Peter  Balen, 
William  Phelps,  Baptist;  Caleb  B.  Knevals,  Francis  R.  Batch- 
elder.  Congregational;  Theophiliis  A.  Brouwer,  Joseph  B. 
Lockwood,  Richard  Amerman,  Reformed  Dutch;  William  B. 
Northrup,  Riley  A.  Brick,  William  Harmon  Brown,  Episcopal; 
William  W.  Cornell,  B.  C.  Wandell,  William  K.  Peyton,  Meth- 
odist; J.  W.  Lester,  John  E.  Parsons,  William  F.  Lee,  Pres- 
iyterian. 

Theophelus  a.  Brouwer,  Chairman. 

Joseph  B.  Lockwood,  Secretary. 


To  the  Friends  of  fhe  Sunday-School 

By  the  accompanying  programme  you  will  see  that  arrange- 
ments have  been  made  for  holding  an  institute  for  the  benetit 
of  all  who  are  interested  in  the  extension  and  improvement  of 
our  Sunday-school  work.  We  cordially  invite  you  to  attend 
these  meetings.  If  practicable,  be  regularly  and  punctually 
present.  Seek  the  Divine  blessing  upon  all  the  services,  re- 
membering that  "  Except  the  Lord  build  the  house,  they  labor 
in  vain  that  build  it."  You  will  also  find  it  profitable  to  bring 
with  you  a  Bible,  a  blank-book  and  pencil  for  taking  notes. 

Afternoon  sessions  will  be  held  for  lectures,  practice-lessons, 
the  "  question-drawer,"  etc.,  if  a  sufficient  number  of  teachers 
will  pledge  themselves  to  attend. 

Programme. 
Sunday  Evening,  March  17,  at  half  past  7  o'clock. 
Preliminary  sermon  by  Rev.  T.  E.  Vermilye,  D.D.,  LL.D. 

First  Session,  Monday  Evening. 

7.00.  Devotional  exercises,  conducted  by  Rev.  J.  H.  Vincent. 
Subject:  "  Our  Homes." 


84       Sunday- School  Teachers'  Institute. 

7.30.  Introductory  address :  "The  Object  of  Sunday-School 
Teaching,"  by  Rev.  S.  H.  Tyng,  D.  D . 

8.00.  fex(  rcise  in  sacred  toiDOgr.iphy,  by  Rev.  J.  H.  Vincent. 
8.15,  Serial  questions: 

1.  "  What  are  the  objects  of  the  Mission  Sunday-school  ?  " 

2.  "  What  ar^  the  objects  of  the  Churcli  Sunday-school  ?  " 
[Brief  written  answers  to  the  above  questions  are  requested 

from  the  audience.     They  will  then  be  relerred  to  a  committee, 
and  reported  at  the  second  session.] 

8.30.  "The  Relation  of  the  Pastor  and  Church  to  the  Sunday- 
School,"  by  the  Rev.  Howard  Crosby,  D.  D. 

Second  Session,  Tuesday  Evening. 

7.00.  Devotional  exercises,  conducted  by  Rev.  William  M. 
Paxton.     Subject:  "  Our  Unconverted  Scholars." 

7.20.  Report  of  Committee  on  ''  The  Objects  of  the  Sunday- 
Scliool." 

7.30.  The  Model  Superintendent  Described,  by  R.  G.  Pardee, 
Esq. 

7.55.  The  Duties  of  Sunday- School  Teachers  to  the  Super- 
intendent, by  Andrew  A.  Smith,  Esq. 

8.20.  Defects  in  Sunday-School  Teaching,  by  Rev.  H.  D, 
Ganse. 

8.50.  Order  of  Exercises  in  Sunday-School. 

[ReiDorts  will  be  made  from  four  schools.] 

Third  Session,  Wednesday  Evening. 

7.00.  Devotional  exercises,  conducted  by  Rev.  Dr.  Anderson. 
Subject :  "  Sunday-School  Teachers." 

7.30.  Bible  Illustratious,  by  Rev.  S.  11.  Tyng,  Jr. 

8.0Q.  Infant  class  lesson,  conducted  by  Ralph  Wells,  Esq. 

8.50.  Blackboard,  Picture,  and  Object  Teaching,  by  R.  G. 
Pardee,  Esq. 

Fourth  Session,  Thursday  Evening. 

7.00.  Devotional  exercises,  conducted  by  Rev.  W.  T.  Sabine. 
Sul)ject:  "Mission  Sunday-Schools." 

7.20.  Sacred  geography. 

7.45.  Bible  class  lesson,  conducted  by  Rev.  C.  S.  Robin- 
son, D.  D. 

8.30.  Serial  questions  : 


Sunday- School  Teachees'  Institute.      85 

1.  "Why  sliould  our  Sunday-scliool  Teachers  receive  some 
preparatory  training  for  their  work  ? "' 

2.  "  What  should  this  training  comprise?" 

8.45.  Address  to  Sunday-school  Teachers,  by  John  S. 
Hart,  LL.  D. 

Fifth  Session,  Friday  Evening, 

7.00.  Devotional  Exercises,  conducted  by  Rev.  T.  W.  Cham- 
bers, D.  D.     Subject:  " Educational  Institutions." 

7.20.  Report  of  Committee  on  '•  The  Training  of  Sunday- 
school  Teachers." 

7.35.  Address  on  "  Teacher-Training,"  by  Rev.  J.  H.  Vincent. 

8.05.  Address  on  *'  The  Secular  Scliool  and  the  Sunday- 
School,"  by  K  A.  Calkins,  Esq. 

8.35.  Address  on  "  Teachers'  Meetings,"  by  R.  G.  Pardee,  Esq. 

9.00.  Closing  address  by  Rev.  R.  J.  W.  Buckland. 

East  Gesesee  Conference 

Sunday-School  Trhining  Institute,  Geneva,  New  Yorh,  (1867.) 

I.  The  Pulpit  and  Sunday-School,  Friday  P.M.,  July  19. 

2.30.  -Opening  service. 
2.45.  Introductory  address. 
3.15.  The  Pulpit : 

1.  What  is  its  distinctive  mission?   by  Rev.   F.  G.  Hib- 
bard,  D.  D. 

2.  How  does  its  work  differ  from  that  of  the  Sanday- 
School  ?  by  Rev.  J.  D.  Steele,  A.  M.,  of  Elmira. 

3.  The  Pulpit  in  the  Sunday-School. 

4.  How  may  the  Pulpit  and  the  School  render  the  most 
efiicient  service  to  each  other  ?  by  Rev.  D.  W.  C.  HunN 
ington,  of  Rochester. 

[The  above  topics  will  be  open  to  discussion  in  brief  papers, 
addresses,  free  conversation,  etc.  Let  all  be  prepared  to  make 
some  contribution  to  this  exercise.] 

II.  The  Family  and  the  Sunday-School,  Friday  Evening. 

7.45.  Opening  service. 
8.00.  The  Family : 

1.  Its  religious  mission,  by  Rev.  J.  Alabaster,  A.  M. 

2.  Defects  of  the  modern  family. 


86      Sunday- School  Teachers'  Institute. 

3.  How  may  the  Sunday-school  aid  the  family  ? 

4.  How  may  the  family  aid  the  Sunday-school  ? 

5.  The  Family  Altar,  by  Rev.  W.  H.  Goodwin,  D.  D. 

III.  The  Mission  Sunday-School,  Saturday,  A.  M. 
8.30.  Opening  sei-vice. 

8.40.  The  Mission  Sunday-School  defined,  by  Rev.  J.  H. 
Vincent. 

8.55.  Tlie  Duty  of  the  Methodist  Episcopal  Minister  to  or- 
ganize Mission  Schools,  by  Rev.  C.  Z.  Case,  A.  M. 

9.15.  The  irreligious,  Popish  and  neglected  populations  of 
our  land.     What  can  we  do  for  them  ? 

IV.  The  Church  Sunday-School,  Saturday,  A.  M. 
10.05.  Principles  of  Sunday-School  Organization. 

10.45.  The  Duties  of  Church  Members  to  the  Sunday-School, 
by  James  S.  Ostrander,  Esq.,  Albany. 

11.10.  The  Missionary  Cause  in  Sunday-School,  by  Rev.  D.  D. 
Buck,  D.  D. 

11.40.  The  Church  Class  and  the  Sunday-School. 

V.  Sunday-School  Officers  and  Teachers,  Saturday,  P.  M. 
9.30.  Opening  service. 
2.40.  Topic  presented  by  Rev.  S.  J.  Rogers,  A.  M.,  of  Geneva. 

1.  The  model  Sunday-school  Superintendent. 

3.00.  Topic  presented  by  Rev.  A.  A.  Wood,  D.  D.,  of  Geneva. 

2.  The  model  Sunday-school  Teacher. 
3.20.  Topics  presented  by  Rev.  J.  H.  Vincent. 

3.  The  teacher  prepared  for  his  work. 

4.  The  Sunday-school  Home  Normal  Class. 
4.00.  Open  discussion  of  the  above  topics. 
4.30.  Blackboard  exercises. 

VI.  A  Pilgrimage  to  Palestine,  Saturday  Evening. 

7.45.  Opening  seiTice. 

8.00.  Songs  and  recitations  by  a  ckss. 

8.20.  Blackboard  outline  of  a  tour  through  Palestine. 

VII.  Special  Services,  Sabbath. 

[To  be  arranged  by  the  committee  and  announced  on  Satur- 
day.] 


Sunday- School  Teachers'  Institute.      87 

VIII.  Bible  Study  and  Teaching,  Monday,  A.  M. 
9.00.  HaTif  hour  of  prayer  and  soDg. 
9.30.  Preparation  class,  '^  The  Transfignration." 
10.00.  Teaching  defined. 
10.30.  Methods  of  teaching. 
11.00.  Blackboard  exercises. 

IX.  Teaching,  Monday,  P.  M. 

2.30.  Opening  services. 

2.45.  Exercises  in  sacred  geography. 

3.15.  Methods  of  teaching. 

4.00.  Question  drawer. 

X.  Closing  Exercises. 

7.45.  Oj)ening  service, 

8.00.  Order  of  exercises  in  Sunday-school. 

8.45.  Farewell  meeting. 


Institute  at  Rochester^  New  Yorl:^  Septemher  11-13,  1867. 
Programme. 
I.  Introductory,  Wednesday  Evening,  7,45  o'clock. 
Opening  lecture  by  Kev.  K.  P.  Jervis.     Subject :  "  The  Rela- 
tion between  Spiritual  Character  and  Intellectual  Growth." 

II.  Official  Department,  Thursday  Morning,  9  o'clock. 
Addresses,  written  notes    and  questions   on   the  following 
subjects  : 

1.  The  officers  of  the  Sunday-school. 

2.  Manner  of  election. 

3.  Duties  and  trials  of  the  librarian,  treasurer,  secretary, 
chorister,  and  the  several  committees,  by  Dr.  A.  Mandeville 
and  Mr.  Charles  Airing. 

4.  Relation  and  duties  of  the  Pastor  to  the  Sunday-school. 

Thursday  Afternoon,  2.30  o'clock. 

5.  The  superintendent.  "  Moses,  the  Hebrew  Lawgiver  and 
Leader,  as  a  Model,"  by  Rev.  J.  E.  Latimer. 

6.  The  superintendent's  difficulties. 


88       Sunday- School  Teachers'  Institl'te. 

7.  The  Sunday-school  teacher's  duties  to  the  officers  of  the 
school. 

8.  Question-drawer. 

9.  General  review. 

III.  Educational    Department,    Senioh    Grade,   Thursday 

Evening,  7.45  o'clock. 

1,  Why  should  there  be  such  a  grade  ? 

2,  Its  relation  to  the  remahider  of  the  school. 

3,  Its  teachers  and  lessons,  by  jNIr.  James  Vick. 

4,  How  attract  and  retain  youncr  people  and  adults  in  our 
Sunday-school  ?  by  Rev.  D.  W.  C.  Huntington. 

5,  The  normal  section  of  the  senior  grade. 

Juvenile  Grade,  Friday  Morning,  9  o'clock. 

1.  System  of  lessons. 
3.  Preparation  to  teach. 

3.  Home-help  in  study,  by  Miss  Carrie  E.  Tuttle. 

4.  Analysis  of  lessons. 

5.  Illustration,  by  Mr.  J.  Walton. 

6.  Holding  attention, 

7.  Practical  application,  by  Mr.  T.  G.  Young. 

8.  Topical  arrangement. 

9.  Blackboard  and  slate. 

10.  General  review  in  Sunday-schooL 

11.  A  specimen  lesson. 

12.  Christ  the  model  teacher. 

Infant  Classes,  Friday  Afternoon,  3.30  o'clock, 

1.  Sunday-school  classification. 

2.  The  infant  class — its  organization,   teachers,  room,  ap- 
paratus. 

3.  Infant  cla^s  lessons. 

4.  Question  drawer. 

IV.  Sunday-School  Accessories,  Friday  Afternoon,  3.45. 

1.  Architecture ;  3.  Furniture  ;  3.  "  Annual  "  or  "  Catalogue ;  " 
4.   l*a-!tor's   "  Address ;  "  5.  Sunday-School  Jourmd  ;    6.  "  Our 


Sunday-  School  Teacheks'  Institute.       89 

Sunday-school  Card ; "  7.  Life  Guard ;  8.  Class  of  Honor ; 
9.  Cold  Water  Bands;  10.  Rewaitls;  11.  Missionaiy  circles,  etq. ; 
12.  Singing  classes ;  13.  Palestine  class. 

V.  Institute  Discipline. 

Mnemonic  Aids  and  Exercises. 
[A  portion  of  each  session  will  he  spent  in  drilling  the  Insti- 
tute in  the  following-  exercises.     Let  all  prepare.] 

1.  The  Ten  Commandments.     Exodus  xx,  3-17. 

2.  The  Lord's  Prayer.     Matt,  vi,  9-13. 

3.  The  Apostles'  Creed. 

I  believe  in  God  tlie  Father  Almighty,  Maker  of  Heaven  and 
Earth ;  and  in  Jesus  Christ  his  only  begotten  son,  our  Lord, 
wiio  was  conceived  by  the  Holy  Ghosr,  born  of  the  Virgin  Mary' 
suffered  under  Pontius  Pilate,  was  crucified,  dead,  and  buried  ; 
that  he  rose  again  the  third  day:  that  he  ascendecl  into  iieaven' 
and  sittetli  at  the  right  hand  of  God  the  Father  Alrtighty,  and 
from  thence  shall  come  again  at  the  end  of  the  world  to  judge 
the  quick  and  the  dead.  I  believe  in  the  Holy  Ghost,  the  Holv 
Catholic  Clmrch,  the  communion  of  saints,  the  remission  of 
sins,  the  resurrection  of  the  body,  and  everlasting  life  after 
death. 

4.  Historic  outline. 

^Antedil.    -  Disper.    "'Abrah.    "Mosa.     'Dislodg.     "Allotm. 
'  Viceger.  judg.    ^Imper.  ^  Divns.   ^"  Captiv.   "Home.    '-Revers. 
^^Independ.     '*  Savi.     '^Twelve  Apos. 
4004—2348=1056.  352.  425.  120.  356.  120.  575.  257.  80.  92.  70. 

5.  St.  Paul. 

Fint  Exercise  :  The  Apostle — was  born  in — a  city  of — in — . 
His  earlier  name  was — .  Tlie  change  of  his  name  Irom — to — 
probably  took  place  because  of—.  He  says  of  himself:  "I  am 
verily  a  man  which  am — ,  born  in — ,  a  city  of—,  yet  brought  up 
in—,  at  the  feet  of — ,  and  taught  according  to  the^of  the  law  of 
the—."  Again  he  «ays:  "  For  I  also  am  an — ,  of  the  seed  of — , 
of  the  tribe  of — ."  And  again  :  "  An  Heb — of  the — ;  as  touch- 
ing the  law,  a — ;  concerning  zeal, — the  Church  ;  touching  the 
righteousness  which  is  in  the  law — ."  By  trade  Saul  was  a — . 
He  was  present  at  the  martyrdom  of — ;  j)robably  protecting 
the — of  those  that— the  holy  man.  Saul  was  converted  at — , 
whither  he  w^cnt  breathing  out — and — against  the — .''  He 
carried  with  him — to — to  the  — from  the — ,  authorizing  him 
'•if  he  found  any  of — whether  they  were — or — ,"'  to  "brir.g 
them — unto — .''     After  his   entrance  into — he  stopped  at  the 


00       Sunday- School  Teachers'  Institute. 

house  of— in — street  Avliere  he  "was — days  without — and  nei- 
ther did — nor — .  By  divine  command  a  certain  disciple  at — - 
•named — visited  and  counseled  Saul.  And  straightway  Saul 
"preached — in  the — ,  that  he  is  the — of—."  This  occurred 
probal>ly  about  A.  D. —  After  tills  Saul  went  into — and  returned 
again  to — .  He  then  went  up  to — and  abode — days.  This 
was  about — years  after  his  conversion.  From  Jerusalem  he 
went  by  way  of — to — .  From — he  came  to — in — ,  and  thence 
on  a  mission  of  relief  to  the  disciple's  in — .  After  this  Paul 
made— great  missionary  tours.  He  went  finally  from — to — and 
thence  by  sea  to — ,  where  he,  though  a  prisoner,  "  was  suffered 
to  dwell  by — with  a — that  kept  him."  Tradition  says  he  died 
a  martyr  in — al>out  A.  D. — . 

Second  Exercise^  Early  Journeys :  1.  Saul  from  T —  to  J — . 
2.  J—  to  D— ,  136  ni.  3.  D—  to  A—,  and  return  to  D— . 
4.  D —  to  J — ,  C — ,  T — ,  and  thence  to  A — .  5.  On  mission 
of  relief  from  A —  to  J — ,  and  return. 

6.  Rules  for  teaching,  by  Mr.  Fitch,  of  London  : 

(1.)  Never  to  teach  what  you  don't  quite  understand. 
(2.)  Never  to  tell  a  child  what  you  could  make  him  tell  you. 
(3.)  Never  to  give  a  piece  of  information  without  asking  for 
it  again.  (4.)  Never  to  use  a  hard  word  if  an  easy  one  will 
convey  your  meaning,  and  never  to  use  any  word  at  all  unless 
you  are  quite  sure  it  has  a  meaning  to  convey.  (5.)  Never  to 
begin  an  address  or  lesson  without  a  clear  view  of  its  end. 
(6.)  Never  to  give  an  unnecessary  command,  nor  one  which 
you  do  not  mean  to  see  obeyed.  (7.)  Never  to  permit  any 
child  to  remain  in  the  class,  even  for  a  minute,  without  some- 
thing to  do,  and  a  motive  for  it. 

7.  Dr.  Wise's  method  of  studying  a  lesson : 

(1.)  What  are  the  relations  of  this  text  ?     (2.)  What  is  its 

subject  f     (3.)  What  are  the  terms  which  describe  the  subject  ? 

(4.)  What  is  affirmed  or  denied?     (5.)  What  do  the  terms  of 

.  affirmation  or  denial  mean  ?     (0.)  What  is  the  doctrine  or  duty 

taught  in  this  text  ? 

8.  Questions  for  parables  : 


c 


ollateral  Scripture?  /"J  onduct  described? 

iroumsbances  of  pjirable?  I      '  onsequences  recorded? 

ustoms  referred  to?  It  entral  thought? 

haracters  introduced?  \J  onclusions,  doctriiiiil  and  practical? 


9.  Freeman  on  the  use  of  illustrations. 

(1.)  lUustraticms  should  be  selected  within  range  of  juvenile 
thought  and  knowledge.     (2.)  Must  be  given  in  clear  and  sim- 


Sunday- School  Teachers'  Institute.       91 

pie  langnac^c.  (3.)  Must  be  applicable  to  the  case  in  hand. 
(4.)  ShouUl  not  be  trifling  or  ludicrous.  (5.)  Should  be  made 
as  brief  as  is  consistent  with  clearness.  (6.)  Should  be  care- 
fully selected  in  the  preparation  of  the  lesson.  (7.)  Visiljle  illus- 
trations should  be  as  appropriate  and  attractive  as  possible.= 
1.  Maps  and  pictures,  (the  best  that  can  be  procured.)  3.  Ob- 
jects presented  from  nature  and  art. 


ScRANTON  Sunday-School  Institute,  Noveiriber^  1867. 
Preliminary. 

1.  Children's  reunion,  at  the  Presbyterian  Church,  Sab- 
bath P.  M.,  3.15  o'clock. 

2.  Introductory  sermon,  "Christ  the  Model  Teacher,"  Sab- 
bath evening,  7  o'clock. 

3.  Lecture,  "  Palestine — the  Memorial  Land,"  (an  account  of 
a  trip  from  Joppa  to  Jerusalem  and  Damascus  in  the  spring  of 
1803.)     Monday  evening,  7  o'clock. 

4.  The  Institute  prayer-meeting,  4.30  P.  M.,  on  Tuesday. 

5.  Institute  work. 

I.  Lectures 
Will  be  delivered  upon — (1.)  Sunday-school  organization  and 
order.     (2.)  Home,  pulpit,  and  school.     (3.)  The  call,  qualifi- 
cations, and  culture  of  Sunday-school  teachers. 

II.  Scripture  Studies. 
(1.)  In  preparation-classes.  The  Institute  will  be  divided 
into  six  or  more  classes,  and,  under  the  direction  of  as  many 
teachers,  will  examine  some  selected  Scripture  lessons,  after 
which  reports  and  criticisms  upon  the  methods  adopted  will  be 
received.  (2.)  In  lecture  lessons  on  sacred  geography,  ar- 
chsBology,  etc. 

III.  Experimental  Teaching. 

(1.)  Of  infant  class.  (2.)  Of  juvenile  class.  (3.)  Simultane- 
ous teaching,  illustiated  in  lessons  from  the  catechism,  general 
review,  Palestine  class,  etc. 

rV.   Conversation  and  Illustrations. 
(1.)  Holding   attention.       (2.)  Questioning.      (3.)  Heading. 
(4.)  Memorizing.     (5.)  Drawing  lessons.     (6.)  Analysis.    (7.)  II- 


92      Sunday- School  Teaciieiis'  Jnstitlte. 

lustration.        (8.)    Application.        (9.)    Topical    arrangement. 
(10.)  01)ject  illustration. 

V.  Imtitute  Discipline. 

Tlie  members  of  the  Institute  will  spend  some  time  in  drill 
upon  the  following:  (1.)  The  books  of  tlie  Bible.  (2.)  The 
history  of  the  Jews.  (3.)  The  Bible  lands.  (4.)  The  geog- 
raphy of  Palestine,     (o.)  The  tabernacle  and  its  service. 


Brooklyn  Sunday-School  Institute. 

To  he  held  in  the  Reformed  Dutch  Churcli^  on  the  Heights^  Pierre- 
po7it-street,  near  Henry-street^  Brooklyn^  L.  /.,  Deceniber  16-20, 
1887.     Rev.  J.  H.  Vincent,  Conductor. 

Committee  of  Arrangements  : 

S.  L.  Parsons,  Chairman;  A.  D.  Matthews,  A.  B.  Capwell, 
M.  Dupuy,  I.  A.  Barker,  John  Young. 

General  Meetings  on  Monday  and  Friday  Evenings. 

Normal  Class  Exercises  on  Tuesday,  Wednesday,  and  Thurs- 
tlay  Afternoons  and  Evenings. 

Board  of  Instruction  : 

Rev.  J.  H.  Vincent,  Conductor.  Rev.  Z.  Eddy,  D.  D.,  Brook- 
lyn ;  Rev.  George  L.  Taylor,  Biooklyn ;  Rev.  J.  Clement  French, 
Brooklyn  ;  Rev.  J.  B.  Thomas,  Brooklyn  ;  Rev.  W.  I.  Buding- 
ton,  D.  D.,  Brooklyn  ;  Rev.  D.  R.  Brewer,  Brooklyn  ;  Rev.  C.  S. 
Robinson,  D.  D.,  Brooklyn  ;  Rev.  K  E.  Smith,  D.  D.,  Brooklyn ; 
Rev.  Robert  Lowry,  Brooklyn  ;  Rev.  Wayland  Hoyt,  Brooklyn  ; 
Rev.  E.  O.  Andrews,  D.  D.,  Brooklyn  ;  Rev.  T.  Sewall,  D.  D., 
Brooklyn ;  Rev.  C.  H.  Everest,  Brooklyn  ;  Rev.  E.  Eggleston, 
Chicago,  111.;  W.  B.  Bradbury,  Esq.,  Bloomfield;  Rev.  Charles 
Yu  Knox,  Bloomlield  ;  Rev.  T,  D.  Anderson,  D.  D.,  New  York  ; 
N.  A.  Calkins,  Esq.,  New  York  ;  James  Strong,  S.  T.  D.,  Flush- 
ing;  Rev.  Alfred  Taylor,  Philadelphia;  A.  A.  Smith,  Esq., 
Railway ;  W.  H.  Sutton,  Jersey  City ;  Rev.  O.  H.  Tiftany,  D.  D., 
New  Brunswick  ;  R.  W.  Raymond,  Esq.,  Brooklyn. 


Sunday- School  Teachers'  Ixstitl'te.       03 

The  music  books  used  will  be  the  "Clarion"  and  "Fresh 
Laurels,"  kindly  furnished  by  W.  B.  Bradbury,  Esq.  The 
blackboards  used  arc  kindly  furnished  by  J.  W.  Schermerliom, 
Esq.,  430  Bro()nie-stre;.t,  New  York. 

Announcements. 

1.  Object.— It  is  the  design  of  this  Institute  to  aid  parents, 
pastors,  Sunday-school  teachers,  and  other  Chui'ch  officers  in 
the  boly  and  delightful  work  of  building  up  the  Church  of 
God. 

2.  Prayer. — "  Except  the  Lord  build  the  house,  they  labor  in 
vain  that  build  it."  Psalm  cxvii,  1.  "  Continue  in  prayer,  and 
watch  in  the  same  with  thanksgiving.'  Col.  iv,  2. 

3.  Parictiuil.ti/. — The  hours  and  place  of  meeting  are  indi- 
cared  elsewhere.  Let  all  earnest  teachers  resolve  to  be  regular 
and  punctual  in  attendance. 

4.  Apparatus. — Each  person  should  have  a  Bible,  a  blank- 
book,  Bible  maps,  and  a  lead  pencil. 

5.  Queries  and  Suggestions. — Send  your  questions  and  written 
suggestions  on  all  subjects  to  the  conductor's  table,  or  to  the 
question  box  at  the  door. 

G.  Normal  Glass  Section. — Tiie  body  of  the  church  will  be  re- 
served for  the  normal  class  section. 

Scheme. — The  general  outline  followed  in  the  discussions 
and  illustrations  of  the  Institute  may  be  found  on  page  48  of 
this  volume. 

I.  First  General  Meeting,  Monday  Evening. 

President  for  the  evening,  Hon,  Samuel  Booth,  Mayor  of 
Brooklyn. 

7.30,  Ope-jing  exercises.     Conducted  by  Rev.  J.  H.  Vincent. 

7.45,  The  Bible  in  the  Family.  Address  by  Rev.  Z.  Eddv, 
D.D. 

8.05,  The  Bible  in  the  Closet.  Ajo.  address  by  Rev.  G.  Lansing 
Taylor. 

8.30,  The  Bible  in  the  Congregation.  Address  by  Rev.  J. 
Clement  French. 

8.50,  The  Bible  in  the  Sunday-school.  Addi-ess  by  Rev.  J. 
B.  Thomas,  D.  D. 

Musical  director,  George  Stowe,  Esq. 


94      Sunday- School  Teachers'  Institute. 

II.  First  Normal  Class  Exercise,  Tuesday  Afternoon. 
2.30,  Opening  exercises.     Conducted  by  Rev.  J.  M.  Buckley. 
2.45,  Manners  and  Customs  in   tlie  times  of  the  Saviour. 
Address  by  Rev.  W.  I.  Budington,  D.  D. 

3.10,  The  Teachers'  Meetings.  Presented  by  Rev.  E.  Eggle- 
ston. 

3.35,  The  Teachers'  Meeting  Illustrated.  The  Institute  will 
be  divided  into  ten  preparatory  classes  or  teachers'  meetings ; 
tliese  will  be  placed  under  the  direction  of  the  following  gen- 
tlemen, who  will  illustrate  their  methods  of  conducting  teach- 
ers' meeting.-;,  and  of  preparing  Scripture  lessons.  Four  of  the 
classes  will  study  Matt,  viii,  1-4;  Four,  Luke  viii,  16-18  ;  Two, 
Romans  viii,  14-18. 

Teachers : 
Matt,  viii,  1-4.  Luke  viii,  16-18. 

J.  D.  Reed,  Esq.,  Rev.  W.  Hoyt, 

A.  B.  Capwell,  Esq.,  Rev.  F.  W.  Osborn, 

Rev.  T.  Sewall,  D.  D.,  Rev.  S.  T.  Spear,  D.  D., 

Rev.  N.  E.  Smith,  D.  D.,     Rev.  C.  S.  Robinson,  D.  D. 

Romans  viii,  14-18. 
Rev.  E,  O.  Andrew^s,  D.  D.,     Rev.  J.  Clement  French. 
4.00,  Reports,  criticisms,  remarks. 
Musical  director,  William  Menzies  Adams,  Esq. 

in.  Second  Normal  Class  Exercise,  Tuesday  Evening. 

7.30,  Opening  exercises.     Conducted  by  A.  Woodruff,  Esq. 

7.45,  Jesus  the  Model  Teacher.  An  Essay  by  Rev.  D.  R. 
Brewer. 

8.05,  Blackboard  Exercises.     By  William  H.  Sutton,  Esq. 

8.25,  Books,  and  other  Apparatus,  for  the  thorough  Study  of 
a  Lesson.     Paper  presented  by  Rev.  C.  S.  Robinson,  D.  D. 

8.50,  The  Sunday-school  Teacher  in  the  Preparation  of  his 
Lesson. 

Musical  director,  William  Menzies  Adams,  Esq. 

IV.  Third  Normal  Class  Exercise,  Wednesday  Afternoon. 

2.30,  Oi)ening  exercises.     Conducted  by  N.  E.  Smith,  D.  D. 

2.45,  Sunday-school  Music.  A  paper  by  William  B.  Brad- 
bury, Esq. 


Sunday-  School  Teachers'  Institute.      95 

3.00,  Prayer  in  Sunday-school.  Paper  presented  by  Rev. 
N.  E.  Smith,  D.  D. 

3.20,  Sunday-school  Gradation.  Paper  presented  by  Rev. 
Charles  E.  Knox. 

3.50,  Infant  Class  Exercises. 

4.15,  Qut'Stion-drawer.  Oj^en  to  the  topics  which  relate  to 
infant  and  primary  class  teaching. 

^[usical  director,  George  S.  Weeks,  Esq. 

V.  Fourth  Normal  Class  Exercise,  Wednesday  Evening. 

7.30,  Opening  exercises.     Conducted  by  Rev.  Z.  Eddy,  D.  D. 

7.45,  The  Sunday-School  Teacher;  his  Object,  and  what  In- 
formation he  most  needs.  Paper  presented  by  Rev.  Thomas 
D.  Anderson,  D.  D. 

8.10.  Class  teaching.  The  Use  of  Illustration.  By  Rev.  C. 
S.  Robinson,  D.  D. 

8.35,  The  Art  of  Teaching.     By  N.  A.  Calkins,  Esq. 

9.00,  Stereoscopic  Views  of  Palestine.  By  George  R.  Tre- 
main,  Esq. 

Musical  director,  George  S.  Weeks,  Esq. 

VI.  Fifth  Normal  Class  Exercise,  Thursday  Afternoon. 
2.30,  Opening    exercises.     Conducted   by   Rev.    E.    O.   An- 
drews, D.  D. 

2.45,  Importance  of  Sacred  Geography.  Paper  presented  by 
James  Strong,  S.  T.  D. 

3.10,  Topography  of  Palestine.  Address  by  Rev.  Alfred 
Taylor. 

3.40,  Journeys  of  Jesus.     Address  by  Rev.  Robert  Lowry. 

4.00,  Journeys  oi"Paul.     By  Rev.  E.  O.  Andrews,  D.  D. 

4.20,  Journeys  of  Abraham,  and  Journeys  of  the  Israelites. 
By  Rev.  J.  H.  Vincent. 

Musical  director,  D.  P.  Horton,  Esq. 

VII.  Sixth  Normal  Class  Exercise,  Thursday  Evening. 

7.30,  Opening  Exercises.  Conducted  bv  Rev.  J.  W.  Sarles, 
D.D. 

7.45,  Sunday-school  Concerts.  An  address  by  Andrew  A. 
Smith,  Esq. 

8.05,  Sunday-School  Acces^orios.     By  R.  W.  Raymond,  Esq 


Oe]       Sunday- School  Teachers'  Institute., 

8.25,  Cities  and  Mountains  of  Palestine.  Lecture  and  lesson 
by  Rev.  T.  Sewall,  D.  D. 

8.50,  Exercises  in  l>il)le  Ilistor}^     By  Rev.  Alfred  Taylor. 

D.IO,  The  Sunday-school  Tabernacle.  Address  by  Rev.  J. 
H.  Vincent. 

Musical  director,  D.  P.  Horton,  Esq. 

VIII.  Second  General  Meeting,  Friday  Evening. 

President  for  the  evening.  Rev.  J.  H.  Vincent. 

7.30,  Opening  exercises.  Conducted  by  Rev.  George  Thrall, 
D.D. 

7.45,  Pastoral  Work  of  the  Superintendent  and  Teachera. 
Address  by  Rev.  Wayland  Hoyt. 

8.05,  Sunday-school  Teachers  and  Scholars  at  the  Social 
Meetings  of  tiie  Church.     Address  by  Rev.  Charles  H.  Everest. 

8.30,  Home  in  the  Sunday-school,  and  the  Sunday-school  in 
the  Home.    Address  by  Rev.  O.  H.  Tiffany,  D.  D. 

Address  by  Rev.  Z.  Eddy,  D.  D. 

Closing  address. 


Lowell 

Methodist  Episcopal  Sunday- ScJiool  Institute^ 
{January^  1868.) 

First  Session,  Sabbath,  2.15  P.  M. 
Lecture  to   Sunday-school  scholars. 
Topic  :  MHPSPLLS— a  story  of  Egypt  and  the  Arabian  Desert. 

Second  Session,  Sabbath  Evening,  6.30. 
Lecture  to  parents,   by  Rev.  J.  H.  Vincent.     Topic :   Our 
Homes. 

Third  Session,  Monday  Evening,  7.45, 
An  evening  of  sacred  song.     St.  PauFs  Methodist  Episcopal 
Chuich.     Concert  by  Mr.  Philip  Phillips. 

Fourth  Session,  Tuesday  Afternoon,  2.00. 
1.  Class  exercise:    The  Value  of  Divine  Truth.     2.  Bible 
study.     Lesson  in  New  Testament  History :  "  The  man  blind 


Sunday- School  Teachers'  Institute.       97 

from  his  birth,"  John  ix,  1-7,  35-38.     3.  ReiDorts,  criticisms, 
and  remarks.     4.  Exercise  in  Bible  geogiaphy. 

Fifth  Session,  Tuesday  Evening,  7.45. 
1.  Report  of  the  committee  on  the  afternoon  Bible  study. 

2.  Illustrative  exercise :  The  Teacher  in  his  Study.     3.  Ques- 
tion-drawer.    4.  Partial  report  of  the  general  committee. 

Sixth  Session,  Wednesday  Afternoon,  4.00. 
1.  Bible  study.     Lesson  from  the  Epistles:  "Paul's  Prayer 
for   the    Church    at   Ephesus,"   Eph.   iii,    14-21.     2.  Reports, 
criticisms,  and  remarks.     3,  Infant  class  teaching,  with  illus- 
trations. 

Seventh  Session,  Wednesday  Evening,  7.45. 
1.  Class  exercise :    The  Jewish   Tabernacle,  with   pictorial 
illustrations.     2.  Partial    report    of  the    general    committee. 

3.  Question-draw^er.     4.  Lecture  on  "  Simultaneous  Teaching," 
with  illustrations. 

Eighth  Session,  Thursday  Afternoon,  2.00. 

1.  Class  exercise:  The  Life  and  Journeys  of  Paul,  with  illus- 
trations. 2.  Partial  report  of  the  general  committee.  3.  Sun- 
day-school accessories. 

Ninth  Session,  Thursday  Evening,  7.45. 

1.  "  Walks  about  Zion,"  an  exercise  on  the  map  of  Jerusalem. 

3.  Final  report  of  the  general  committee.     3.  Question-drawer. 

4.  The  Call,  Consecration,  and  Culture  of  Sunday-school  Teach- 
ers, a  closing  address. 

The  general  committee  of  the  Lowell  Methodist  Episcopal 
Sunday-School  Institute  will  hold  three  sessions  (on  Tuesday, 
Wednesday,  and  Thursday  mornings,  at  10  o'clock)  for  con- 
sultation upon  the  following  practical  topics  : 

1.  Relation  of  the  Sunday-school  to  the  Church.  2.  The 
officers  of  the  school,  and  t'le  manner  of  their  election.  3.  The 
Pastor's  place  in  the  school.  4.  The  duties  and  embarrassments 
of  the  superintendent.  5.  The  duties  of  the  Sunday-school 
OiEcers  and  teachers  to  the  Church.     6.  Sunday-school  teach- 


08       SuxDAY  School  Teachers'  Institute. 

ers' meetings.  7.  Order  of  exercises  in  Sunday-school.  8.  ITow 
c:m  we  increase  both  the  hitellectual  and  spiritual  power  of  our 
schools  ? 

All  persons  are  earnestly  requested  to  forward  to  the  General 
Committee  written  opinions  and  suggestions  on  the  above 
tojDics.  We  may  have  no  time  for  their  general  discussion  in 
the  Institute  proper,  but  full  reports  will  be  presented  by  the 
committee  at  tiie  evening  session. 

New  York 
Methodist  Episcopal  Institute,  {Jiine^  1868.) 

I.  Announcements. 

This  Institute  will  be  held  under  the  auspices  of  the  New 
York  City  Sunday-School  and  Missionary  Society  of  the  Meth- 
odist Episcopal  Church. 

Design  of  the  Institute. — To  awaken  an  inteiest  among 
all  classes  of  our  people  in  the  great  work  of  Bible  investiga- 
tion and  Sunday-school  training,  to  illustrate  the  best  methods 
of  teaching,  and  to  encourage  and  j)romote  the  organization  of 
normal  classes  in  every  Methodist  EpiscoiDal  Sunday-school  in 
our  city. 

Scheme. — There  will  be  eight  sessions  of  the  Institute,  as 
follows:  Five  evening  sessions,  presenting  the  relations  of  the 
Sunday-school  work :  1.  To  parents.  2.  To  pastors.  3.  To 
superintendents.     4.  To  teachers.     5.  To  scholars. 

Three  afternoon  sessions,  illustrating  the  method  of  the  Sun- 
day-school work  :  1.  By  the  pastor.  2.  By  the  superintendent. 
3.  By  the  teacher. 

Programme. 
I.  Monday  Evening,  7.45,  Parents  and  Sunday-School. 

1.  Opening  exercises.  2.  Scripture  words  about  home  and 
its  work,  a  class  exercise.  3.  Words  from  the  Sunday-school 
to  parents,  by  Rev.  J.  M.  Buckley.  4.  Words  from  parents  to 
the  Sunday-school,  by  Rev.  G.  S.  Hare. 

II.  Tuesday  Evening,  7.45,  Pastors  and  the  Sunday-School. 

1.  Opening  exercises.  3.  Review  of  first  session.  3.  AYonls 
of  experience  in  Sunday-school  work  from  pastors.     Rev.  D.  O. 


SuxD ay-School  Teachers'  Institute.       99 

Ferris,  Rev.  W.  C.  Steel,  Rev.  B.  M.  Adams,  Rev.  G.  S.  Hare. 
4.  Written  questions  and  suggestions. 

III.  Wednesday  Afternoon,  Pastors  at  Sunday-School  Work. 
1.  Opening  exercises.  3.  Simultaneous  teaching  illustrated. 
A  class  of  one  hundred  young  persons  Tvill  be  in  attendance  to 
aid  ill  the  ilUistration  of  this  sul)ject.  (1.)  Teaching  the  cate- 
chism. (2.)  Sacred  history  and  geography,  by  Rev.  A.  D. 
Vail.  (3.)  Sacred  archaeology,  with  pictorial  illustrations,  by 
Rev.  J.  M.  Freeman.  (4.)  3Iissionary  concerts.  (5.)  Scripture 
recitations. 

IV.  Wednesday  Evening,  7.45,  Superintendent's  Work. 

1.  Opening  exercises.  2.  A  statement  of  the  superintend- 
ent's duties,  by  Mr.  Joseph  Longking.  3.  His  difficulties,  by 
Mr.  J.  Q.  Maynard  and  other  superintendents.  4.  Written 
questions  and  suggestions.     5.  Review. 

V.  Thuesday,  p.  M.,  2.00,  Sunday-School  Superintendents. 

1.  Opening  exercises.  2.  Order  of  Sunday-school  services 
illustrated.  3.  General  review  of  the  lesson.  4.  The  teachers' 
meeting. 

VI.  Thursday  Evening,  7.45,  Sunday-School  Teachers. 

1.  Opening    exercises.      2.  Simultaneous    lessons    reviewed. 

3.  The    Sunday-school   teacher's  work,  by  Rev.  A.  D.  Vail. 

4.  The  Sunday-school  teacher  s  motives,  by  Rev.  C.  D.  Foss. 

VII.  Friday,  P.  M.,  2.00,  Sunday-School  Teacher  at  Work. 

1.  Opening  exercises.  2.  In  preparation  of  the  lesson.  3.  In 
teaching:  (1.)  Infant  class.     (2.)  Juvenile  class. 

VIII.  Friday  Evening,  7.45,  Sunday-School  Scholars. 

I.  Opening  exercises.  2.  Adults  as  scholars  in  Sunday- 
school,  by  Rev.  B.  M.  Adams.  3.  The  duties  of  scholars  to 
the  teacher  and  officers.  4.  Closing  words,  by  Rev.  J.  E. 
Cookman. 


100     Sunday- School  Teachers'  Institute. 

Michigan 

Methodist  Episcopal  State  Sunday- Scliool  Normal  Institute^ 
{June,   1868.) 

Scheme. — The  exercises  of  the  Normal  Institute  will  be  di- 
vided into  four  classes  : 

First  Class,  Bible  Study  and  Teaching. 

Practical  illustrations  given  as  follows :  1.  How  to  study  a 
lesson.  2.  Preparing  to  teach.  3.  Teaching  infant  and  juvenile 
classes.  4.  Teaching  adult  classes,  Tlie  lessons  to  be  employed 
in  the  above  illustrations  are  Num.  xiv,  40-45 ;  Prov.  i,  24-33 ; 
lleb.  vi,  1-9. •  Let  all  prejoare  them  thoroughly. 

Second  Class,  Sunday-School  Experience. 
1.  From  Presiding  Elders  and  Pastors.      2.  From  Superin- 
tendents and  other  officers.     3.  From  parents,  teachers,   and 
scholars. 

Third  Class,  Institute  Discipline.  . 

A  class  of  sixty  scholars,  between  the  ages  of  eight  and 
fifteen,  will  be  in  attendance,  illustrate,  and  conduct  the  In- 
stitute in  the  following  exercises:  1.  Sunday-school  music 
2.  Sacred  history  and  geography.  3.  Sacred  Archaeology. 
4.  Missionary  facts.     6.  The  Catechism. 

Fourth  Class,  Miscellaneous. 

1.  Lectures.  2.  Question-drawer.  3.  Serial  questions.  4.  In- 
stitute, organization  and  management.  5.  Criticism.  6.  Busi- 
ness. 7.  The  Institute  Journal— a  paper  to  be  prepared  dur- 
ing the  Institute,  and  read  at  the  final  session. 

Programme. 
First  Session,  Tuesday  Evening,  7.45. 

1.  Devotional.  2.  Business.  3.  Address  of  welcome.  4.  Lec- 
ture on  the  Intellectual  Value  of  Spiritual  Character,  by  Rev. 
B.  F.  Cocker. 


Sunday- School  Tp:achers'  Institute.     10 1 

Second  Session,  Wednesday,  A.  M.,  9.00. 
1.  Bible    study,    one    liour.     2.  Sunday-school    experience, 
Presiding  Elders  and  Pastois,  one  hour.     3.  Institute  discipline, 
half  an  hour.     4.  Miscellaneous,  half  an  hour. 

Third  Session,  Wednesday,  P.  M.,  2.30. 

1.  Bible  study,  one  hour,  2.  Sunday-school  exi^erience, 
superintendents,  one  hour.  3.  Institute  discipline,  twenty 
minutes.     4.  Miscellaneous,  forty  minutes. 

Fourth  Session,  Wednesday  Evening,  7.45. 
1.  Musical  entertainment,  by  Messrs.  Pixley  and  G-rannis,  of 
Ypsilanti.     2.  Lecture  on  the  Organization,  Management,  and 
Accessoiies  of  the  Sunday-School. 

Fifth  Session,  Thursday,  A.  M.,  9.00. 
1.  Bible  study  and  teaching,  one  hour.     2.  Sunday-school  ex- 
perience, pastors,  teachers,  and  scholars,  one  hour.     3.  Institute 
discipline,  twenty  minutes.     4.  Miscellaneous,  forty  minutes. 

Sixth  Session,  Thursday,  P.M.,  2.30. 
1.  Bible  study  and  teaching,  one  hour.     2.  Lecture  on  Sacred 
Topography,  by  Dr.  Jewell,  of  Chicago.     3.  Institute  discipline, 
tl  irty  minutes.     4.  Miscellaneous,  forty  minutes. 

Seventh  Session,  Thursday  Evening,  7.45. 
1.  Institute   discipline,  thirty  minutes.     2.  Reading  of  the 
"Institute  Journal,"  G.  W.  Hough,  editor.     3.  Closing  words. 

Third  National 
Sunday-School  Convention  of  the  United  States,  NewarTc^  N.  J. 
First  Day,  First  Session,  Wednesday,  A.M.,  April  28. 
1.  Temporary  organization.  2.  Addressof  Welcome,by  Hon. 
Theodore  Kunyon.  3.  Permanent  organization.  4.  Chairman's 
opening  speech,  by  George  H.  Stuart,  Esq.  5.  Paper  on  the 
National  Sunday-School  Convention  of  1832,  by  J.  W.  Weir, 
Esq. 


102     Sunday- School  Teachers'  Institute. 

Second  Session,  Wetlnesday,  P.  M. 
1.  Reception  of  delegates  from   British  Provinces.     2.  Re- 
ports from  National  and  State  Societies.     3.  Conversation  on 
Sunday-Scliool  Conventions. 

Third  Session,  Wednesday  Evening. 
1.  Address:  "Relation  of  the  Sunday-School  Work  to  Home 
Instruction,"  by  Rev.  H.  Clay  Trumbull.     2.  Address  by  H. 
Thane  Miller.      3.  Address  by   Rev.    Alexander    Sutherland. 
4.  Address  by  Charles  M.  Norton,  of  Chicago. 

Second  Day,  Fourth  Session,  Thursday,  A.  M. 
1.  Reports  from  the  States.     2.  Addresses  on  the  Mission 
Work  of  the  Sunday-School,  by  Rev.  II.  W.  Beecher,  Rev.  S.  H. 
Tyng,  Jr.,  Ralph  Wells,  Esq.,  Rev.  Jesse  T.  Peck,  D.D.,  and 
Rev.  John  M'Cullogh. 

Fifth  Session,  Thursday,  P.  M. 

The  Convention  met  in  six  sections  during  the  afternoon  for 
the  discussion  of  the  special  duties  and  methods  of  different 
claims  of  laborers.     The  sections  were" denominated  as  follows : 

Section  1.  Pastors.  Section  2.  Superintendents.  Section  3. 
Librarians  and  Secretaries.  Section  4.  Teachers  of  senior  and 
Bible  classes.  Section  5.  Teachers  of  juvenile  or  intermediate 
classes.     Section  6.  Teachers  of  infant  or  primary  classes. 

Sixth  Session,  Thursday  Evening. 
1.  Address  on  "The  Sunday-School  Work  in  Europe,"  by 
Rev.  John  Hall,  D.  D.  2.  Address  on  "The  Sunday-School 
Work  and  our  Country,"  by  Hon.  F.  T.  Frelinghuysen.  3.  Ad- 
dress by  Rev.  Edward  Eggleston.  4.  Address  by  Robert  Mac- 
kenzie, of  Scotland. 

Third  Day,  Seventh  Session,  Friday,  A.  M. 
1.  Reports   from   the    sectional   meetings.     2.  Address  and 
Discussion  on  Teacher  Training,  opened  by  B.  F.  Jacobs,  Esq. 

Eighth  Session,  Friday,  P.  M. 
1.  Discussion  on  "  How  shall  we  increase  the  Spirituality  and 
Religious  Efficiency  of  our  Sunday-Schools  ?  "     2.  Address  by 


Sunday-  School  Teachers'  Institute.     103 

Rev.  S.  PI.  Tyng,  D.  D.     3.  Report  of  Committee  on  Resolu- 
tions. 

Ninth  Session,  Friday  Evening. 

1.  Report  of  Enrolling  Committee.     3.  Closing  addresses. 

Normal  Institute 
For  Sunday- school  Teachers,  under  tlie  charge  of  the  Sunday- 
School  Union  of  the  Washington  District,  Baltimore  Confer- 
ence, Methodist  Episcopal  Chvrch.  Commencing  Sunday,  May 
22,  and  continuing  during  the  week,  until  Thursday  evening. 
May  26,  1871.  To  he  preceded  hy  sermons  in  relation  to  the 
Sunday-school  ico7'l\  preached  on  Sabbath  morning  by  the  j^ds- 
tors  in  their  respective  churches. 

First  Session,  Sunday  Evening  at  8  o'clock.  Foundry  Church. 

Sermon  :  The  Sunday-School  Teacher's  Work  and  its  Reward, 
by  Rev.  Dr.  Alexander  E.  Gibson,  President  of  the  Sunday- 
School  Union. 

The  remaining  sessions  to  be  held  at  Wesley  ChajDel,  corner 
of  Fifth  and  F  Streets ;  exercises  commencing  promptly  at  a 
quarter  to  eight  o'clock.  All  persons  interested  in  Sunday- 
school  teaching  are  cordially  invited.  In  tlie  addresses  the 
speakers  will,  as  far  as  possible,  exemplify  the  lesson  to  be 
caught  in  our  schools  the  succeeding  Sabbath. 

Second  Session,  Monday  Evening,  at  7.45. 

Opening  exercises :  Singing,  "  We've  'listed  in  a  glorious 
war.''     Prayer.     Singing,  "  Let  us  pray  for  one  another." 

First  Topic  :  "  Qualifications  and  Duties  of  Sunday-School 
Teachers,"'  by  Rev.  John  B.  Van  Meter.  Analysis  :  Qualifica- 
tions :  Natural  and  acquired.  Duties :  Preparation,  general 
and  special ;  discipline ;  visiting.     Singing :  "Dare  to  do  right.'' 

Second  Topic  :  ''  Qualifications  and  Duties  of  Superintend- 
ents," by  Andrew  B.  Duvall,  Esq.  Analysis:  The  superin- 
tendent as  a  director,  a  teacher,  a  man.     Singing.     Collection. 

Third  exercise :  Questions  on  the  First  and  Second  Topics, 
propounded  by  the  Audience  and  answered  by  C.  H.  Stocking, 
Esq. 

Singing :  "  Lord,  dismiss  us  with  thy  blessing.'"     Benediction. 


104     Sunday- School  Teachers'  Institute. 

f 

Third  SESsion,  Tuesday  Evening,  at  7.45. 
Opening  exercises :  Singing,  "  AVork,  for  the  night  is  coming ;  " 
Prayer;  Singing,  "  Watch  and  pray." 

First  Topic :  "  Training  Classes  in  the  Sunday- School,"  by 
A.  W.  Eastlack,  Esq,  Analysis :  Their  necessity  and  practi<'a- 
bility.  Needs  of  Sunday-school  teachers.  Tliese  wants  may 
be  met  by  training  classes.  Course  of  study.  Objections  an- 
swered.    Singing:  "Jesus  the  water  of  life  will  give." 

Second  Topic:  ''Preparation  of  th^  Lesson,"  by  Warren 
Choate,  Esq.  Analysis:  Evils  of  extemporaneous  teaching. 
Necessity,  advantages,  and  plan  of  preparation.  Singing. 
Collecti(m. 

Third  Topic:  "Explanation  of  the  Lesson,"  by  Professor 
George  S.  Grape,  Baltimore,  Maryland.  Analysis  :  Its  import- 
ance. The  Bible.  Catechism.  Children's  errors.  Directions : 
(1.)  Simplicity.  (2.)  Examination.  (3.)  Paraplirase.  (4.)  Pro- 
gressive explanation.  (5.)  Wandering.  Singing  :  "  Cast  tliy 
bread  upon  the  waters."     Benediction. 

Teachers  and  friends  are  requested  to  prepare  written  or 
verbal  suggestions  in  regard  to  the  "  Revision  of  the  Lesson  by 
the  Superintendent"  under  the  Third  Topic  for  to-morrow 
evening. 

Fourth  Session,  Wednesday  Evening,  at  7.45. 

Opening  exercises:  Singing,  ''Never  be  afraid  to  speak  for 
Jesus  ;  "  Prayer ;  Singing,  "  Work  to  do  for  Jesus." 

First  Topic:  "Illustration  of  the  Lesson,"  by  Rev.  J.  H. 
Dashiell,  Analysis :  Intellectual  teaching.  Adaptation.  Sim- 
plicity. Minuteness.  Parallel  texts.  Historical  examples. 
Imaginative  illustrations.     Singing,  "  Sowing  and  Reaping." 

Second  Topic:  "Application  of  the  Lesson,"  by  Rev.  J.  A. 
Macauley,  D.  D.,  Presiding  Elder,  Washington  District.  Analy- 
sis :  I.  What?  (1.)  Connection  between  instruction  and  applica- 
tion. (2.)  Personal  appeals.  II.  117/y.?  The  home-bringing  of 
truth.  (1.)  Induces  conviction.  (2.)  Leads  to  conversion. 
(3.)  Secures  religious  cultuie.     Singing.     Collection. 

Third  Topic  :  "  Revision  of  the  Lesson."  I.  By  the  teacher. 
Rufus  N.  Tilton,  Esq.  Its  importance.  What  is  to  be  re_ 
vised?      (1.)  Outlines    of    lesson.      (2.)  Outlines    of    history. 


Sunday- School  Teachers'  Institute.     105 

(3.)  Summaries!.  II.  By  tbe  superintendent.  The  audience  is 
requested  to  express  verbal  or  written  remarks  upon  this  topic. 
Written  remarks  sent  up  to  the  stand  will  be  read  to  the  meet- 
ing.    Singing  :  "  Soldiers  of  the  Cross."     Benediction. 

Fifth  Session,  Thursday  Afternoon,  at  2.30. 

Opening  exercises  :  Singing,  "  O  we  are  volunteers  I  "  Prajer. 
Singing,  "  Saviour,  like  a  shepherd  lead  us." 

First  Topic:  "Infant  Class  Teaching,"  by  John  C.  Harkness, 
Esq.  Analysis :  Simplicity.  Variety.  Friendliness.  Mode  of 
teaching.  Capacity  of  scholars.  Comprehension.  Conversion 
room.  Time  for  lesson.  Singing:  "How  I  long  to  be  like 
Jesus." 

Second  exercise :  "  Miscellaneous  observations  on  the  diffi- 
culties of  Infant  Class  Teaching,"  by  infant  class  teachers. 
Singing.     Collection. 

Third  exercise  :  "  Practical  Remarks  in  regard  to  Infant  Class 
Teaching,"  ])y  Superintendents  Ashley,  Somerville,  Terry, 
Timms,  AYoodward,  and  others.  Singing :  "  My  home  is  there." 
Benediction. 

Sixth  and  Last  Session,  Thursday  Evening,  at  7.45. 

Opening  exercises :  Singing,  "  Only  just  across  the  river," 
Prayer.     Singing,  "  Safe  within  the  vale." 

First  Topic  :  "  How  to  Question,"  by  Professor  Lippincott,  of 
Baltimore,  Maryland,  Analysis  :  Uses,  Elliptical  catechising. 
Direct  catechising.  Difficulties  answered.  Singing  :  "  Resting 
by  and  by." 

Second  Topic  :  "  Teacher'§  Weekly  Meeting  for  preparing  the 
Lesson,"  by  David  A.  Burr,  Esq.  Analysis  :  Its  objects  and  its 
advantages.  Who  should  conduct  it?  How  should  it  be 
conductetl  ?  What  relation  should  it  bear  to  the  regular  work 
of  the  school  ?     Singing,     Collection. 

Third  Subject :  Miscellaneous  Questions  on  Sunday-school 
Teaching,  propounded  by  the  audience  and  answered.  Sing- 
ing:  "Together  let  us  sweetly  live."  Benediction,  Social 
reunion. 


loo     Sunday- School  Teaciekks'  Institute. 


New  Jersey  State  Noi:mal  Institute. 

The  Plainfield  Sunday-School  Institute  for  the  development 
of  institute  and  normal  class  Avork  in  New  Jersey  was  in  every 
respect  a  remarkable  and  gratifying  success.  Delegates  from 
all  Imt  four  counties  of  that  State  were  present.  Invited  guests 
from  Connecticut,  Massacliusetts,  Mainf,  Illinois,  New  York, 
and  Pennsylvania  added  greatly  to  the  interest  of  this  Sunday- 
school  convocation.  Five  "  public  sessions,"  eight  "  normal 
sessions,"  and  three  "special  sessions,"  completed  the  pro- 
gramme, which  in  every  jDarticular  was  cariied  out,  to  the 
profit  and  delight  of  all  who  attended. 

The  public  sessions  were  held  in  the  largest  churches  of 
Plainfield.  Addresses  were  delivered  as  follows :  Monday 
evening,  Dr.  John  Hall  on  "  The  Bil)le  the  Text-Book  of  the 
Church."  Tuesday  evening,  Dr.  Edward  Eggleston,  "  Froebel 
and  his  Educational  System,"  Ralph  AVells  on  "  The  Conver- 
sion of  Little  Children."  Wednesday  evening.  Rev.  H.  Clay 
Truralnill  on  "  Sunday-School  Progress,"  Rev.  Alfred  Taylor  on 
"  Common  Sense  in  Sunday-School  Work,"  Rev.  W.  F.  Crafts 
on  "Religious  Object-Teaching."  Thursday  evening,  Rev. 
S.  II.  Tyng,  Jr.,  on  "The  Sunday-School  Teacher  Selected  and 
Trained,"  C.  B.  Stout,  Esq.,  on  "  The  Blackboard  in  Sunday- 
School."  Friday  evening,  Rev.  George  A.  Peltz  on  "  Home, 
Sweet  Jlcme,"  Hon.  John  Ilill,  Albert  Woodruff,  Esq  ,  etc.,  etc. 

The  "  special  sessions  "  were  held  at  four  o'clock  each  after- 
noon of  Wednesday,  Thursday,  and  Friday.  The  first  was  a 
children's  meeting,  at  which  addresses  were  delivered  by  Rev. 
J.  S.  Ostrander  and  Rev.  W.  F.  Crafts.  Miss  Sarah  J.  Timanus 
conducted  the  second  special  session  on  Thui  sday  afternoon, 
illustrating  h(r  method  of  teaching  an  infant-clas?.  A  similar 
illustration  was  given  on  Friday  afternoon  by  Miss  Hattie  N. 
Morris. 

The  important  practical  feature  of  the  Plainfield  Institute 
Wfis  the  series  of  normal  sessions  held  during  the  day.  These 
exercises  took  the  form  of  conversations  on  topics  especially 
interesting  to  the  conductors  of  institutes  and  normal  classes. 

The  following  subjects  were  discussed  :  "  The  Grounds  of 
the  Demand  for  Sunday-School  Institutes  and  Normal  Classes," 


Sunday- School  Teacheks'  Institute.     107 

*'Tl)e  Forms  in  ^\•]^ch  such  Organizations  may  Exist,"  "The 
various  Exercises  by  which  tliey  may  be  rendered  Profit- 
able." 

Programmes  for  institutes  were  proposed  and  examined. 
Much  time  was  spent  in  conversation  on  the  order  to  be 
observed  in  a  Church  normal  class.  Outlines  of  study  for  such 
classes  were  drawn  up.  The  duties  of  an  institute  conductor 
were  carefully  considered.  A  conversation  was  held  on 
"  Teachers'  Meetings."  The  conversations  were  either  intro- 
duced or  summed  up  by  brief  papers.  Rev.  J.  S.  Ostrander 
read  a  j^apcr  on  ''The  Conductor's  Duties."  J.  B.  Tyler,  Esq., 
on  "Programmes."  Miss  S.  J.  Timanus  prepared  an  abstract 
of  the  conversati(m  on  "The  Demand  for  Institutes,"  etc. 
J.  II.  Kellogg,  Ei:q.,  on  "  Teachers'  31cetiugs,"  etc.  All  proposed 
exercises  were  illustrated  before  the  Institute. 

A  very  elaborate  paper  on  "  A  Sundn^^-Scliool  Curriculum  " 
was  presented  by  Rev.  II.  C.  M'Cook,  of  Philadelphia. 

Among  the  Sunday-school  leaders  from  abroad  (besides 
those  already  named)  who  gave  counsel  and  encouragement  to 
this  grand  enterprise  were  Dr.  J.  Aldeii,  of  the  Normal  School 
in  Albany;  L.  D.  Vail,  of  Philadelphia;  I,  Newton  Baker, 
Editor  of  the  Sunday-School  Times ;  Rev.  C.  Munger,  of  Maine; 
Rev.  C.  P.  Hard,  of 'Rochester,  N.  Y. ;  J.  E.  Searies,  Jr.,  of  New 
Haven ;  Mr.  Ilerrick,  of  New  York  ;  Frank  Ferris,  of  South 
Norwalk,  Conn. ;  Miss  Hanson,  (;f  Salem,  Mass. 

Of  tlie  Institute  the  Sunday-School  Times  re- 
marks : 

In  many  respects  it  was  a  very  model  of  a  Sunday-school 
gathering.  Free  from  all  conventionality,  the  arrangement  of 
exercises  secured  the  wielcst  interchange  of  thought  and  the 
largest  liberty  of  speecli.  The  tone  of  the  "  Conversations," 
which  were  wisely  substituted  for  every  thing  like  mere 
speech-making,  or  formal  question  and  answer,  was  thoroughly 
sincere,  thoughtful,  and  free  from  any  savor  of  j)edantry. 
Such  pajDers  as  were  presented  were  terse,  concise,  and  of  solid 
value.  A  spirit  of  devoted  truth-seeking  and  devout  feeling 
characterized  the  whole  assemblage.  The  amount  of  chaflf  in 
the  exercises  was  nierelv  triflincr,  while  an  abundance  of  the 


108     Sunday- School  Teachers'  Institute. 

tincst  wheat  was  gathered  at  every  winnowing  of  the  mass  of 
thought  and  experience  which  was  heaped  up  in  the  store- 
house of  the  Institute. 

To  our  mind  the  Institute  marks  a  new  era  in  the  history  of 
the  cause  in  this  country.  We  believe  that  its  motto,  jts  enun- 
ciated through  the  expressi(m  of  the  Conductor,  "  xV  Normal 
Class  for  every  Church  and  Mission  Sunday-school,"  will  yet 
be  realized.  Its  recommendation  of  a  Sunday-school  train- 
ing of  theological  students,  we  believe,  will  not  l^e  ineffectual. 
It  will  set  so  many  warm-hearted  pastors  to  work,  through  its 
strong  and  potent  influences,  for  the  preparati(m  of  a  Christian 
teaching  element  in  their  congregations,  that  the  example 
must  prove  contagious.  We  believe  our  ministers,  convinced 
of  this  need,  will  soon  press  it,  not  only  upon  their  congrega- 
tions, but  upon  the  theological  institutions  of  their  respective 
Churches. 


Sunday- School  Teachers'  Institute.     luO 


XIL 
PREPARATION  FOR  AN  INSTITUTE. 


For  local  and  general  institntes  some  i)revious 
preparation  is  needed  besides  that  expended  npon 
the  programme. 

1.  It  is  important  to  select  the  proper  persons  to 
aid  in  "  carrying  out "  the  programme.  If  a  con- 
densed address  of  fifteen  minutes  is  required,  do  not 
employ  for  the  purpose  a  notoriously  tedious  essayist 
or  lecturer,  who,  having  obtained  the  floor,  will  keep 
it  for  any  length  of  time  in  spite  of  the  conductor's 
Idnts  and  bell-taps.  Do  not  engage  men  simply  be- 
cause of  their  personal  worth,  their  relation  to  the 
church  in  which  you  meet,  or  the  public  esteem  in 
which  tliey  are  held  as  professional  men.  We  know 
more  than  one  excellent  doctor  of  law,  medicine, 
or  divinity,  and  niore  than  one  superior  jurist,  whom 
we  should  not  select  to  instruct  a  class  of  Sab- 
bath-school teachers  or  to  entertain  an  audience  of 
Sabbath-school  people.  General  Clinton  B.  Fisk,  in 
writing  about  a  certain  convention,  said  :  ''  Pray  that 
the  gift  of  '  speakin'  in  meetin' '  may  be  measurably 
abridged  for  the  week."  Let  us  select  men  who  have 
something  to  say,  and  have  also  the  gift  of  stopping 
at  the  right  time. 

2.  Have  all  officers  and  persons  who  are  to  take  a 
leading  part  in  the  exercises  appointed  sufficiently 
long  beforehand  to  warrant  ample  preparation,  and 
such  adjustment  of  their  business  as  to  insure  regular 


110     Sunday- School  Teachers'  Institute. 

attendance.  Insist  upon  a  promise  of  sncli  attend- 
ance so  as  to  guard  a<>'ainst  tbe  slightest  probability 
of  disappointment.  There  is  a  successful  layman  in 
New  York  who,  when  an  institute  programme  is 
made  out,  forwards  a  cop}-  and  addresses  a  note  to  each 
party  interested  in  it,  and  the  day  before  that  for 
which  any  special  exercise  is  announced  he  addresses 
a  second  connnunication  to  the  party  responsible  for 
it,  to  prevent  forgetfulness  and  insure  attendance. 

3.  Select  a  good  room.  Have  it  ready  in  time.  It 
is  a  serious  hinderance  to  the  success  of  an  institute 
to  find  at  the  appointed  liour  a  room  just  opened, 
cold,  half-swept,  or  full  of  dust. 

4.  Let  ample  notice  be  given.  See  that  the  local, 
secular,  and  religious  papers  frequently  refer  to  the 
institute.  Pay  them  for  the  service  if  necessary. 
Prepare  pulpit  notices  and  send  them,  not  by  mail, 
but  by  some  committee,  to  the  several  pastors,  whose 
cordial  approval  must  by  all  means  be  secured.  Large 
posters  in  conspicuous  places  are  sometimes  used  for 
advertising  institutes.  Don't  be  afraid  of  a  little 
expense. 

5.  Request  those  in  charge  of  the  regular  weekly 
prayer-meetings  of  the  several  churches  to  make  the 
Sunday-school  cause  the  topic  of  conversation  and 
prayer  at  the  meeting  immediately  preceding  the 
institute.  A  special  prayer-meeting  for  the  success 
of  the  institute  may  be  held. 

6.  Request  pastors  to  preach  on  the  same  subject 
the  preceding  Sabbath.  A  circular  indicating  three 
or  four  topics  would  not  be  improper. 

7.  Prepare  a  complete  list  of  Sunday-school  officers 
and  teachers  connected  with  the  schools  to  be  repre- 
sented in  the  institute.     Resicister  these  in  an  Institute 


Sunday- School  Teachers'  Institute.     Ill 

Roll-Book,  and  send  a  special  ''  card  of  meinbershii) " 
with  an  earnest  appeal  in  the  form  of  a  circular  to 
every  individual  thus  enrolled.  Request  from  each  a 
reply  pledging  attendance.  Inclose  a  blank  for  the 
purpose.  It  may  be  a  good  plan  to  send  to  each 
superintendent  a  certain  number  of  cards  for  ''  senior 
scholars,"  inviting  such  to  a  place  in  the  institute. 
A  personal  invitation  will  often  bring  out  persons 
who  would  otherwise  be  entirely  indifferent. 

8.  Furnish  your  institute  room  for  the  occasion. 
Have  Bible  pictures  and  maps  on  the  wall.  Secure 
the  maps  necessary  to  illustrate  all  parts  of  Bible 
geography.  Place  a  large,  clean  blackboard  on  the 
platform,  furnish  a  rubber  or  brush,  and  a  supply  of 
crayons.  Hang  a  clock  where  the  conductor  and 
teachers  can  see  it.  Provide  an  organ  or  melodeon — 
a  piano  also,  if  practicable.  On  the  conductor's 
table  place  a  *'  call-bell."  Buy  a  full  supply  of  paper 
and  pencils  for  the  use  of  the  institute.  In  every 
seat  put  Bibles,  singing-books,  and  programmes,  and 
do  this  before  the  hour  for  commencing.  You  need 
a  large  dictionary.  Sometimes  a  verbal  criticism  is 
or  ought  to  be  made,  and  it  is  well  to  have  an  author- 
ity convenient.  For  the  same  reason,  such  a  Biblical 
Cj'clopsedia  as  Smith's  Unabridged  ought  to  be  on 
the  table.  It  will  not  always  appear  pedantic  to 
have  Greek  and  Hebrew  lexicons  for  reference. 

9.  Let  the  whole  preparation  for  an  institute  con- 
template the  improvenient  of  teachers.  Don't  spoil 
it  by  consulting  the  public  taste.  You  do  not  mean 
to  entertain  the  public,  but  to  prepare  for  edifying 
them.  Have  your  own  way,  and  rather  close  the 
door  against  the  young  and  frivolous  than  allow  them 
to  degrade  the  character  of  your  work. 


112     SuxDAY- School  Teachers'  Ixstitl'te. 

Do  not  consider  (jreat  numhers  as  necessary  to  suc- 
cess. Ten  earnest  teachers  can  fill  a  meeting  with 
interest.  I  heard  Ralph  Wells  say  one  day  that  the 
best  Sunday-school  meetings  he  had  ever  attended 
were  incidental  conversations  at  the  close  of  some 
regular  service,  when  a  few  met  at  the  door  or  in  the 
aisle  and  some  question  was  started  of  practical  im- 
portance and  every  body  said  about  it  just  what  he 
thought,  and  in  an  entirely  informal  way. 

11.  Resolve  to  have  a  season  of  profit.  There  is  a 
great  deal  in  simply  willing  a  thing  to  be.  Ten 
loungers  in  different  parts  of  a  church,  wondering 
why  nobody  comes,  looking  at  their  watches  to  see 
whether  they  had  not  better  adjourn  siiie  die  because 
so  few  have  arrived,  groaning  over  a  lack  of  interest 
in  the  cause — such  men  will  soon  disperse,  to  report 
sad  delinquencies  in  their  fellows.  But  should  one 
earnest  man  summon  the  rest  to  the  front  seats,  urge 
all  to  wrest  from  the  present  disappointment  a  rich 
blessing,  and  give  all  something  to  do,  the  institute 
would  be  successfiil. 

12.  If  strangers  from  abroad  are  expected,  let  the 
committee  of  arrangements  see  that  preparations  are 
made  for  conducting  guests  to  their  homes  promptly. 
Provide  more  homes  than  you  may  have  pledged 
names  of  delegates. 

13.  As  for  \\\Q  jplace  of  holding  an  institute,  let  it 
sometimes  be  where  most  needed,  and  not  where 
most  welcome.  A  few  living  souls  from  one  locality 
passing  over  into  a  Macedonian  neighborhood  may 
find  no  less  profit  to  themselves  in  an  institute 
which  shall  quicken  slothful,  lukewarm,  unawak- 
ened  Church-members  into  a  new  life  and  service. 

14.  On  each  programme  or  on  a  separate  circular 


Sunday- School  Teachers'  Institute.     113 

may  be  printed  such  of  the  following  "Directions" 
and  "  Mottoes"  as  may  meet  the  approval  of  tlie 
"  Committee  on  Preparation  :  " 

OUR   SUNDAY-SCHOOL   INSTITUTE 

WILL    SOON   COMMENCE    ITS    SESSIONS. 

DIRECTIONS: 

1.  Pastors,  Parents,  Sunday-School  Officers  and  Teachers,  the 
Scholars,  and  all  others  who  are  interested  in  the  study  of  the 
Word  of  God,  are  cordially  invited  to  attend. 

2.  Ascertain  the  day  and  date  of  opening,  and  resolve  to 
be  present  regularly  and  punctually  until  the  close  of  the  In- 
stitute. 

3.  Bring  with  you  a  Bible,  Bible  maps,  blank-book,  and  pen- 
cil, and  take  full  notes  of  the  proceedings. 

4.  Study  the  lessons  assigned  with  great  Qare. 

5.  Pray  at  the  jfireside  and  in  the  closet  for  God's  presence 
and  blessing. 

6.  Send  to  the  Conductor's  table  any  suggestions  or  inquiries 
you  wish  to  make.  It  is  not  necessary  that  you  sign  your 
name. 

7.  Invite  your  friends  and  fellow-workers  to  attend  the  In- 
stitute. 

8.  Frequently,  fervently,  and  with  faith,  ask  God's  blessing 
upon  all  our  exercises. 

PROGRAMME    MOTTOES: 

The  things  that  thou  hast  heard  of  me  among  many  witnesseB,  the 
same  commit  thou  to  the  faithful  men,  who  shall  be  able  to  teach  others 
also.— 2  Tim.  ii,  2. 

God  hath  set  some  in  the  church,  first  apostles,  secondarily  proph- 
ets, thirdly  teachers. — 1  Cor.  xii,  28. 

Study  to  show  thyself  approved  unto  God,  a  workman  that  needeth 
not  to  be  ashamed,  rightly  dividing  the  word  of  truth. — 2  Tiir.  ii,  15. 

He  whb  neglects  God's  word,  and  saith 

'*  I  know  God,"  is  deceived  ; 
The  truth  that  quickeneth  through  faith 

His  heart  hath  not  received  ; 
Belief  that  comes  from  heaven's  abode 
Inclines  man  to  the  Avord  of  God. — Gellert. 


114    Sunday- School  Teacheks'  Institute. 


THE  SUNDAY-SCHOOL  TEACHER  TO  HIS  CLASS. 

'♦  On  the  next  Sunday— who  knows  ?— perhaps  I  shall  rest  in  the  grave- 
yard. 

Some  one  perhaps  of  yourselves — a  lily,  broken  untimely, 

Bow  down  his  head  to  the  earth.  Why  delay  1  ?  The  hour  is  accom- 
plished. 

Warm  is  the  heart.  I  will  sow,  for  to-day  grows  the  harvest  of  heaven?"* 
(Teonek,  Longfellow's  Translation.) 


XIII. 

THE  OFFICERS  OF  AN  INSTITUTE. 

1.  An  institute  must  have  leaders  who  possess  en- 
thusiasm, common  sense,  tact,  and  experience.  No 
community  need  go  far  to  find  a  man  competent  to 
conduct  a  Sunday-school  Institute.  It  is  not  eloquent 
lectures  we  need.  Blackboard  ingenuities,  dissolving 
from  acrostic  into  enigma,  from  enigma  into  rhyme, 
etc.,  are  not  necessary  to  good  institutes.  Elaborate 
essays,  brilliant  class-exercises,  marvelous  object-les- 
sons, are  not  indispensable.  A  plain  old  farmer  in 
Western  New  York  listened  for  a  long  time  to  some 
details  of  method  by  ''representative  men,"  as  they 
were  called,  at  a  Sunday-school  Convention.  He  then 
said :  "  Mr.  Chairman,  in  oiiv  school  we  begin  the 
session  with  common  sense,  continue  it  with  common 
sense,  and  close  it  with  common  sense."  The  old  man's 
growl,  for  it  was  nothing  more,  had  after  all  a  good 
undertone.  And  we  need  to  be  frequently  reminded 
that  after  sanctified  earnestness  we  need  nothing  so 
much  as  common  sense  in  our  Sunday-school  work. 
Now  let  ten,  fifty,  or  one  hundred  eai'nest  men    and 


Sunday- School  Teachers'  Institute.     115 

women  meet  together  to  compare  difficulties  and 
plans,  to  aid  and  edify  each  other,  and  I  am  confident 
that  the  institute  cannot  be  a  failure.  The  man  who 
is  to  take  charge  of  such  meetings  should  be  ac- 
quainted with  the  practical  details  of  the  Sunday- 
school,  and  should  at  the  same  time  be  competent  to 
manage  a  public  meeting — should  have  at  least  a 
slight  acquaintance  with  parliamentary  usages. 

2.  Samuel  P.  Bates,  Esq.,  a  distinguished  public 
school  educator,  in  his  lecture  on  the  "  Method  of 
Teachers'  Institutes,"  says  concerning  the  President 
of  such  a  body  :  "  He  should  in  the  first  place  have 
placed  in  his  hands  an  exact  programme  of  exercises, 
detailing  the  time  wdiich  each  is  to  occupy,  and  a 
limitation  upon  that  which  is  allowed  to  eacii  person 
in  debate.  Wlicn  the  time  has  arrived  for  an  exer- 
cise to  close  it  is  his  duty  to  give  prompt  notice  of 
the  fact,  and  announce  and  be  ready  to  enter  imme- 
diately upon  that  which  is  to  follow.  Much  of  the 
interest  and  profit  depend  upon  the  promptness  and 
dispatch  with  which  the  presiding  officer  brings  on 
and  closes  the  exercises  as  niarked  down  in  the  pro- 
gramme." Says  Kev.  Alfred  Taylor:  ''He  should 
be  an  earnest  man,  prompt,  decided,  courteous,  well 
acquainted  with  the  rules  of  deliberative  bodies. 
He  should  keep  the  meetings  moving  briskly,  confine 
speakers  in  discussion  to  the  subject  announced  to  be 
discussed,  and  have  courage  enough  to  stop,  without 
respect  of  persons,  any  speaker  who  exceeds  his 
allotted  time,  if  a  certain  time  has  been  allotted." 

3.  The  Secretary  should  be  able  to  report  the  best 
things  of  an  institute  in  such  a  systematic  and 
abridged  form  that  the  i-eading  of  his  minutes  will 
form  a  resume  of  the  session,  and  have  all  the  advan- 


110     Sunday- School  Teachers'  Institute. 

tages  of  a  conductor's  review.  Indeed,  every  mem- 
ber should  keep  full  notes.  The  Secretary  may  put 
a  syllabus  of  tlie  proceedings  of  each  session  on  the 
blackboard. 

4.  The  opening  exercises  of  an  institute  should  be 
models  of  order  and  fervor.  Let  no  notions  of  pro- 
priety chill  the  spiritual  zeal  of  such  an  occasion. 
Remember  the  spiritual  aim  of  the  Sabbath-schooL 
and  of  the  institute.  Now  and  then  engage  in  a 
brief  audible  or  silent  prayer  during  the  session. 
Sing,  read,  and  pray  ''  with  the  spirit  and  with  the 
understanding  also."  Dr.  Edward  Eggleston  says  on 
the  subject  of  singing  at  Sunday-school  conventions : 
"I^othing  helps  a  convention  more  than  good  sing- 
ing. By  good  singing  we  mean  also  religious  singing. 
Do  not  use  dull  hymns,  nor  hymns  that  are  not  just 
in  the  key  of  the  spirit  of  the  convention.  Sabbath- 
school  music,  full  of  enthusiasm  and  of  spiritual  feel- 
ing, is  the  very  best.  A  good  chorister,  who  under- 
stands singing  with  devotional  effect,  should  be 
selected  beforehand  to  lead  the  convention,  and  the 
monotony  of  the  exercises  should  frequently  be  broken 
by  singing  one  or  two  appropriate  stanzas." 

5.  We  may  add  to  these  suggestions  the  counsel 
given  by  Professor  Bates  to  the  Instructors  of  public 
school  institutes.  They  apply  to  all  who  attempt  in 
Sabbath-school  institutes  to  lecture  and  teach.  He 
says :  "  The  Instructor  should  be  apprised  of  the  part 
he  is  to  perform  in  time  for  him  to  make  careful 
preparation,  and  be  able  to  present  well -digested 
views.  In  order  to  discharge  his  duties  profitably, 
he  ought  to  be  able  to  answer  in  a  clear  manner  the 
following  questions :  For  what  purpose  do  scholars 
pursue  this  branch?     Are  the  methods  of  instruction 


Sunday-School  Teachers'  Institute.     117 

wliicli  have  heretefore  been  practiced  such  as  are 
calculated  to  secure  the  best  and  the  largest  results  ? 
It*  not,  what  changes  can  be  made  to  improve  them  ? 
Can  I  develop  and  elaborate  the  plan  which  I  woukl 
adopt  in  teaching  this  branch,  so  as  to  secure  the  re- 
sults for  which  the  study  is  pursued,  and  at  the  same 
time  secure  the  interest  and  enthusiasm  of  my  pupils  i 
Until  an  Instructor  can  answer  these  questions  intel- 
ligently, he  is  not  prepared  to  stand  up  before  a  com- 
pany of  teachers  and  demand  their  attention," 


xrv. 

SUNDAY-SCHOOL  TOPICS. 


We  present  a  large  number  of  subjects  which  from 
time  to  time  claim  the  attention  of  Sabbath-scliool 
workers.  The  classification  of  them  may  be  helpful 
in  making  selections. 

I.    The  Family. 

1.  How  may  home  help  the  Sunday- school  ? 

2.  How  may  Sunday-school  help  home  ? 

3.  How  may  we  have  a  Home  Sunday-school  in  every  family  ? 

4.  Even  if  family  instruction  were  of  the  best  kind,  why 
would  the  Sunday-school  still  be  valuable  ? 

5.  What  peculiar  advantages  as  a  school  of  religion  does  the 
family  possess  ? 

6.  How  may  the  family  aid  in  the  work  of  the  pulpit  and  of 
the  social  meetings  of  the  Church  ? 

7.  Why  should  parents  attend  Sunday-school  ? 

8.  The  "  Mother's  Meeting,"  and  its  relation  to  the  Sunday- 
school. 

9.  How  may  family  prayer  be  rendered  a  help  to  Sunday- 
school  work  ? 


118     Sunday- School  Teachers'  Institute. 


II.  The  Church. 

10.  The  Sunday-school  a  part  of  the  Church. 

11.  The  Better  Name  :  Bible  School  of  the  Church,  or  Bible 
Service  of  the  Church. 

12.  The  Eaily  Church  a  school,  and  all  its  members  disciples. 

13.  Paul's  Model  Church  School.     Col.  iii,  16.- 

14.  Special  services  iu  the  Church,  such  as  Conferences,  Dedi- 
cations, etc.  Should  they  interfere  with  the  Sunday-school 
session  ? 

15.  Sunday-schools  and  "  class-meetings." 

16.  Sunday-schools  and  Churcli  prayer-meetings. 

17.  How  may  the  prayer-meetings  be  made  more  attractive 
and  profitable  ? 

18.  The  complete  Sunday-school  idea  in  the  Bible. 

19.  What  are  the  duties  of  the  ruling  officers  of  the  Church 
to  the  Sunday-school  ? 

20.  Should  cl.ildren  attend  the  regular  preaching  service  of 
the  Churcli  ? 

21.  The  duty  of  all  Church  members  to  the  Sunday-school. 

22.  The  value  of  denominational  schools. 

23.  Should  the  distinctive  doctrines  of  a  denomination  be 
taught  in  its  Sunday-school  ? 

24.  The  care  of  converted  children. 

25.  The  Church  paying  all  Sunday-school  bills. 

III.  The  Pastor. 

26.  What  is  the  relation  of  the  Pastor  to  the  Sunday-school 
of  his  Church  ? 

27.  What  are  his  duties  while  in  his  study  to  the  Sunday- 
school  ? 

28.  What  are  his  duties  to  the  Sunday-school  while  making 
his  pastoral  visits  ? 

29. 'What  are  his  duties  to  the  Sunday-school  while  in  the 
pulpit  ? 

30.  What  are  his  duties  in  the  Sunday-school  itself? 

31.  Should  he  ever  teach  a  class? 

♦  Sec  Dr.  Adam  Clarke's  sug-gcstions  on  the  punctuation  of  this  vtrso. 


Sunday- School  Teachers'  Ixstitute.     ill) 

33.  What  relation  does  he  sustain,  and  what  obligations  does 
he  owe,  to  the  teachers'  meeting  and  normal  class  ? 

33.  What  should  every  Sunday-school  do  for  its  Pastor? 

34.  How  may  a  Pastor  interest  the  children  in  his  preaching  ? 

35.  How  may  a  Pastor  most  efFectiially  secure  the  co-operation 
of  his  Sunday-school  teachers  ? 

36.  The  Pastor  and  the  Catechism. 

IV.    Sunday-School  Officers. 

37.  The  list  of  officers  and  committees  needed  in  a  good 
school.* 

38.  The  model  Sui^eiintendent  described. 

39.  The  Superintendent's  difficulties. 

40.  The  Superintendent  as  a  teacher. 

41.  The  Superintendent  and  the  general  review. 

42.  The  mistakes  of  some  Superintendents. 

43.  Moses  as  a  model  for  the  Sunday-school  Superintendent. 

44.  The  Assistant  Superintendent — why  needed?  His  duties 
specified. 

45.  Duties  and  difficulties  of  the  Sunday-school  Secretary, 
Treasurer,  Chorister,  Librarian,  Sexton,  etc. 

46.  "  To  what  extent  is  the  Superintendent  of  a  country  Sun- 
day-school responsible  for  its  continuance  during  the  whole 
year  ?  " 

47.  How  distribute  library  books  ? 

48.  Can  we  dispense  with  the  Sunday-school  library  ? 

V.    In  the  Sunday-School. 

49.  What  is  the  best  hour  for  holding  Sunday-school  ? 

50.  How  long  should  a  session  continue  ? 

51.  How  much  time  should  be  given  to  the  class  study  of  the 
lesson  ? 

52.  How  much  time  to  the  general  review  ? 

53.  Are  two  sessions  a  day  advisable  ? 

54.  The  model  Sunday-school  room  described. 

55.  Order  of  exercises. 

56.  Uniform  lessons — their  value. 

*  Don't  forget  to  write  down  first  of  all— The  Pastok. 


120     Sunday- School  Tkachers'  Institute. 

57.  Where  each  class  cannot  have  a  separate  room,  how  may 
they  be  guarded  against  interruption  during  the  recitation 
hour  ? 

58.  The  opening  prayer. 

59.  Scripture-readings  at  the  opening  of  school. 

60.  How  shall  habits  of  reverence  among  our  scholars  be 
promoted  ? 

61.  The  closing  exercises. 

62.  The  blackboard  in  the  Sunday-school  ? 

63.  Variety  and  monotony  in  the  order  of  exercises. 

64.  Regular  and  punctual  attendance  of  teachers  and  schol- 
ars— how  secured  ? 

65.  How  shall  visitors  in  Sunday-school  be  treated  ? 

66.  Who  is  responsible  for  good  order  in  school  ? 

67.  Should  strangers  be  invited  to  address  the  school  ? 

68.  Describe  a  model  Sunday-school  address. 

69.  How  may  the  art  of  talking  to  children  be  cultivated  ? 

VI.  The  Teacher  Chosen  and  Prepared. 

70.  What  is  a  Sunday-school  teacher's  peculiar  mission  ? 

71.  Who  should  select  Sunday-school  teachers  ? 

72.  The  teacher's  motive. 

73.  What  is  the  most  important  element  in  the  Sunday-school 
teacher's  character  ? 

74.  The  model  teacher  described. 

75.  Should  we  ever  employ  unconverted  Sunday-school 
teachers  ? 

76.  If  employed,  how  secure  their  speedy  conversion  ? 

77.  How  promote  spirituality  among  Sunday-school  teachers  ? 

78.  Jesus  the  model  for  Sunday-school  teachers. 

79.  Why  does  the  teacher  need  some  general  preparation  for 
his  work  ? 

80.  What  should  this  general  preparation  comprise  ? 

81.  How  may  it  be  secured  ? 

82.  What  are  Sunday-school  institutes  ? 

83.  How  does  an  institute  difter  from  a  convention  ? 

84.  Sunday-school  normal  classes. 

85.  How  may  a  normal  class  be  organized  in  each  Church  ? 
80.  How  shall  we  train  up  our  scholars  to  be  efficient  teachers  ? 


Sunday- School  Teachers*  Ixstitute.     121 

87.  Private  praj-er  a  prcpanition  for  Bible  teaching. 

88.  Plow  best  to  acquire  a  knowledge  of  each  lesson. 

89.  How  to  cultivate  the  memory. 

90.  The  habit  of  thinking  while  engaged  in  daily  labor — 
how  promoted  ? 

91.  Teachers'  meetings  —  where,    when,    and  how  to   hold 
them?      . 

92.  Who  should  conduct  a  teachers'  meeting? 

93.  Teachers'  meetings  in  country  places. 

94.  What  is  a  good  order  of  exercises  for  a  teachers'  meeting  ? 

95.  The  power  of  personal  character  in  the  teachers. 

VII.    The  Teacher  in  School 

96.  Kegularity  and  punctuality. 

97.  Seven  minutes  early. 

98.  Power  of  example  in  a  teacher. 

99.  The  teacher  in  the  maintenance  of  order. 

100.  Devotional  spirit  in  the  teacher  a  means  of  promoting 
reverence  on  the  part  of  scholars. 

101.  What  is  it  to  teach  ? 

103.  Use  of  "  Question  Books  "  or  "  Lesson  Papers  "  in  the 
class. 

103.  The  eye  and  the  iclll  in  teaching. 

104.  The  difference  between  senior  and  infant  class  teaching. 
lOo.  Common  mistakes  of  teaching. 

106.  Substitutes  for  genuine  teaching. 

107.  The  teacher's  difficulties. 

108.  How  to  bring  children  to  Christ. 

109.  How  to  get  and  keep  the  attention. 

110.  How  to  put  questions. 

111.  How  to  win  the  love  of  our  scholars. 

113.  Is  punishment  of  Sunday-school  scholars  allowable  ? 

113.  Illustration  in  teaching. 

114.  Use  of  objects,  the  slate  and  the  blackboard,  in  teaching. 

115.  How  to  prepare  a  class  for  the  general   review  by  tlie 
Superintendent. 

116.  The  Sunday-school  teacher  a  class-leader. 

117.  How  does  the  work  of  the  teacher  resemble  that  of  the 
preacher  and  pastor  ? 


122     Sunday-  School  Teachers'  Ixstitcte. 

118.  How  do  they  cliflFcr  ? 

119.  How  to  deal  with  refractory  scholars? 

120.  Tlie  teachers'  prayer-meeting. 

VIII.    Sunday-School  Scholars. 

131.  How  may  Ave  secure   the    regular   attendancji)   of  our 
pujjils? 

122.  Is  it  well  to  ofler  prizes  for  attendance,  or  for  memoriz- 
ing Scripture  ? 

123.  Should  scholars  attend  more  than  one  school  ? 

124.  How  win  and  retain  young  people  and  adults? 

125.  Sunday-school  gradation. 

126.  How  may  we  secure  for  every  pupil  a  valuable  reference 
Bible,  which  he  will  always  retain  for  its  intrinsic  wortli  ? 

127.  Are  separate  religious  services  for  children,  in  place  of 
the  regular  Church  service,  to  be  encouraged  ? 

128.  Are  children's  prayer-meetings  to   be  encouraged  ?     If 
so,  how  and  by  whom  should  they  be  conducted  ? 

129.  Special  revival  services  in  Sunday-school — by  whom  to 
be  conducted  ? 

130.  What  dangers  to  be  guarded  against  in  connection  with 
such  services? 

131.  Duties  of  scholars  to  the  officers  of  the  Sunday-school. 

132.  Duties  of  scholars  to  the  teachers. 

133.  To  what  peculiar  dangers  are  our  young  people  ex- 
posed ? 

134.  How  may  we  lead  our  young  people  to  become  intelli- 
gent, stable,  and  useful  Church  members  ? 

IX.    Infant  Classes. 

135.  By  whom  taught  ? 

136.  Peculiarity  about  the  lessons  for  an  infant  class. 

137.  The  room  and  its  appointments. 

138.  Literature  for  little  people, 

139.  Order  of  exercises  in  the  infant  class. 

130.  Object  and  blackboard  teaching  in  the  infant  class. 

141.  Division  into  small  classes. 

142.  Very  early  conversion  practicable. 


Sunday- School  Teachers'  Institute.      V2S 

X.    Music. 

143.  Sacred  music  in  SiiDdny-school. 

144.  The  latest  Sunday-school  music. 

145.  The  old  hj'^mns  and   tunes — how  far  should  they  have 
place  in  Sunday-school  ? 

146.  The  Sunday-school  and  congregational  singing  in   the 
sanctuary. 

147.  Where,  when,  and  how  shall  new  Sunday-school  tunes 
be  taught  ? 

XI.    Week-day  Work. 

148.  Visiting  scholars  at  their  homes. 

149.  Visiting  tlie  sick. 

150.  Scholars  visiting  the  teachei-. 

151.  Canvassing  for  scholars  who  attend  no  school. 

152.  AVeek  evening  recreations,  lectures,  etc.,  under  Sunday- 
school  auspices,  for  the  young  people. 

158,  Sunday-school  concerts,   exhibitions,  picnics,  festivals, 
etc.,  etc. 

154.  The  books  and  papers  we  send  liome — their  influence. 

155.  Week  evening  Bible  classes. 

156.  The  Sunday-school  at  the  week-evening  prayer-meetings. 

XII.    Country  Sunday-Schools. 

157.  Their  peculiar  difficulties  and  demands. 

158.  Why,  and  how,  keep  them  up  through  the  winter  ? 

159.  How  to  organize  and  manage  country  Sunday-schools  ? 

XIII.    Philanthropic. 

160.  What  claim  have  the  chihircn  of  irreligious  people  ujDon 
the  Church  ? 

161.  How  may  Sunday-schools  be   organized  and  sustained 
in  destitute  sections  ? 

162.  The  Sunday-school  scholar  as  a  home  missionary. 

163.  How  promote  the  spirit  of  benevolence  in  tlie  Sunday- 
sclicol  ? 

164.  The  Sunday-school  and  Fo:-(  ign  Missions. 

165.  The  Temperance  Cau.v  in  Sunday-school. 


12 J:     Sunday- School  Teachers'  Institute. 

166.  The  15il)le  Soci(?ty  and  the  Sundaj^-school. 

167.  The  distribution  of  tracts  by  the  Sunday-school. 

168.  Sabbath  observance  and  the  Sunday-school. 

169.  How  shall  we  win  the  careless  and  neglected  miHions 
of  our  land  to  the  Sunday-school,  the  sanctuary,  and  the 
Sayiour  ? 

170.  What  may  the  Sunday-school  do  for  the  homes  of  the 
degraded  ? 

XIV.    Miscellaneous. 

171.  Our  one  text-book — the  Bible. 

172.  The  great  value  of  the  early  study  of  God's  word. 
178.  The  Sunda^'-school  and  the  American  nation. 

174.  How  promote  sincere  catholicity  among  Sunday-school 
workers  ? 

175.  Union  and  denominational  schools. 

Special  Topics  for  Methodist  Episcopal  Institutes. 

BY  KEV.    J.    H.    C.    DOSH. 

176.  How  can  Pastors  most  successfully  carry  out  that  pro- 
vision of  our  Discipline  which  requires  them  "  to  publicly 
catechise  the  children  in  the  Sunday-school  and  at  special 
meetings  appointed  for  that  purpose  ?  " 

177.  The  duties  and  responsibilities  of  the  "Committee  on 
Sunday-schools,"  as  provided  for  in  our  Discipline. 

178.  Do  we  "  form  Sunday-schools  in  all  our  congreggitions 
where  ten  children  can  be  collected  for  that  purpose  ?  " 

179.  Are  all  our  schools  so  orizanized  as  to  be  "  auxiliary  to 
the  Sunday-School  Union  of  the  Methodist  Episcopal  Church  ? " 

180.  How  frequently  do  we  "  i)rGach  on  the  subject  of  Sun- 
day-schools and  religious  instruction  in  each  congregation  ?  " 

181.  Are  all  our  Sunday-schools  organized  into  missionary 
societies  according  to  onr  Discipline  ? 

182.  Are  our  Sunday-schools  organized  under  that  "'form  of 
a  constitution  for  Sunday-school  Societies  *'  recommended  in 
the  Discipline  ? 

183.  The  benefits  of  a  teachers'  institute  for  each  district. 

184.  Should  each  circuit  have  its  teachers'  institute  ? 

185.  Should  we  have  a  Conference  Sunday-school  Missionary  ? 


Sunday- School  Teachers'  Institute.     125 

186.  The  necessity  of  a  large  and  popular  weekly  Sunday- 
scliool  periodical  adapted  to  officers  and  teachers,  parents  and 
children,  and  the  general  reader. 

187.  The  Sunday-School  Union  of  the  Methodist  EjDiscopal 
Church — its  history  and  necessity. 

"Why  are  collections  for  the  Sunday-School  Union  not  taken 
up  in  many  of  our  charges  ? 

188.  Why  should  our  Sunday-School  Union  be  heartily  sus- 
tained by  the  Church  ? 

189.  Normal  Departnient  of  the  M.  E.  Sunday-School  Union 
— its  origin,  object,  and  practical  workings. 

190.  Are  we  sufficiently  exact  in  reporting  our  Sunday-school 
statistics  ? 


PART  II. 


SUNDAY-SCHOOL  NORMAL  CLASS. 


I. 

THE  CHURCH  NORMAL  CLASS. 


1.  The  Teachers' Meeting  for  the  preparation  of 
the  Sunday-school  lesson  is  in  itself  a  normal  class, 
and  should  be  conducted  with  reference  to  the  illus- 
tration of  methods  rather  than  to  the  acquisition  of 
knowledge.  Teachers  should  always  come  to  such 
meeting  with  the  subject-matter  of  the  lesson  in  their 
mind,  that  the  time  may  be  spent  in  talking  on  the 
proper  manner  of  questioning,  illustrating,  removing 
difficulties,  making  practical  application,  recapitulat- 
ing, etc.,  in  the  class  on  the  ensuing  Sabbath.  Everj^ 
])art  of  the  teacher's  work  in  the  school  should,  from 
time  to  time,  come  up  for  review  and  discussion. 

(1.)  The  best  condu(;tor  of  such  services  should  be 
placed  in  charge,  be  he  pastor,  superintendent,  or 
teacher.  Xo  official  prerogative  should  prevent  the 
employment  of  the  best  man  or  woman  for  the 
position. 

(2.)  The  meeting  should  be  held  in  a  cheerful,  com- 
fortable place.  A  normal-class  room  in  the  church 
should  be  fitted  up  in  the  best  style  with  tables, 
chairs,  carpets,  maps,  pictures,  blackboard,  cabinet 
of  archseological  curiosities  and  illustrative  ap])aratus, 


130     Sunday- SciJouL  Teaciieus'  Institute. 

library  of  books,  especially  on  the  art  of  teaching, 
magazines,  and  other  periodicals,  etc. 

(3.)  The  meeting  should  be  held  regularly.  Noth- 
ing should  ever  be  allowed  to  interfere  with  it. 

(4.)  The  sessions  should  generally  be  too  iyhort.  Bet- 
ter to  have  the  members  of  the  class  go  aw^ay  ten 
times  regretting  that  the  service  was  not  longer,  than 
to  go  away  once  fealing  that  they  had  been  wasting 
time. 

(5.)  We  add  to  the  above  these  counsels :  Never 
scold  those  present  because  so  many  are  absent.  A 
cheerful  spirit  is  essential  in  the  teachers'  meeting. 

(6.)  Resolve  to  have  a  good  and  profitable  meeting 
even  thouo^h  but  three  attend.  Nowhere  is  the  Mas- 
ter's  promise,  "  Where  two  or  three  are  gathered," 
etc.,  more  likely  to-be  fulfilled  than  in  the  Sunday- 
school  teachers'  meeting. 

(7.)  Make  an  arrangement  w^ith  the  teachers  who 
may  not  be  able  to  be  present  at  the  meeting  to  spend 
that  hour  in  the  study  of  the  lesson  at  home.  This 
will  promote  a  feeling  of  unity,  deepen  the  interest 
of  all,  and  kindle  a  desire  on  the  part  of  all  to 
attend. 

(8.)  Occasionally  spend  a  short  season  in  fervent 
prayer  and  in  the  relation  of  personal  religious  ex- 
perience. 

(9.)  Occasionally  introduce  a  juvenile  class  to  be 
tauglit  by  one  of  the  teachers,  whose  method,  after 
tlieir  dismissal,  may  be  examined  with  candor  and 
kindness  by  the  rest  of  the  teachers. 

(10.)  Have  a  list  of  business  questions  to  be  asked 
at  each  session,  or  at  the  first  meeting  each  month, 
as  the  circumstances  of  the  school  may  require.  The 
following  is  proposed  as  a  specimen  : 


Sl'nd AY- School  Normal  Class.  131 

1.)  Are  ail}'  teachers  to  be  elected  ? 

2.)  Are  any  scholars  to  be  elected  ? 

3.)  Are  any  sick,  or  in  need  of  assistance  ? 

4.)  Are  there  any  complaints  or  criticisms  to  be  of- 
fered npon  the  general  manao-ement  of  the  school,  or 
upon  the  deportment  of  teachers  or  scholars  ? 

5.)  Reports  from  officers  or  committees  ? 

2.  Another  Form  of  the  Teachers'  Meeting  is 
that  which  connects  it  with  the  regular  week-evening 
prayer-meeting,  when  the  lesson  for  the  ensning 
Sabbath  is  taken  np  by  the  minister  in  a  brief  lecture 
or  address.  After  this  service  of  exposition,  prayer, 
and  praise,  the  teachers  remain  for  another  hour  of 
study  and  conversation.  This  is  good  as  a  temporary 
expedient.  It  brings  the  lesson  of  the  week  before 
the  church.  It  gives  point  to  the  prayers.  It  enables 
very  busy  people  to  fulfill  their  engagements  to  both 
the  prayer-meeting  and  the  teachers'  meeting,  and 
thus  economizes  time.  We  doubt,  however,  the  pro- 
priety of  this  as  a  permanent  arrangement.  Let  it 
be  properly  conducted  and  the  teachers  w411  soon 
demand  a  whole  evening  fur  their  meeting. 

3.  The  Senior  Scholars'  Section.— Every  pastor 
and  superintendent  should  look  to  the  demands  of 
the  future,  and  should  lay  hold  of  the  undeveloped 
talent  among  the  young  people  of  the  Church  and 
put  it  into  processes  of  training.  One  plan  for 
accom])lishing  this  result  is  to  have  the  teachers  each 
year  elect  from  five  to  fifteen  young  persons  from 
the  advanced  classes,  who  shall  agree  to  attend  the 
teachers'  meeting  regularly  and  be  enrolled  as  senior 
scholars.  They  remain  in  their  several  classes  as 
before,  but  are  expected  to  be  thorough  in  recitation, 
correct  in  deportment  at  school,  and  regular  in  attend- 


132     Sunday- School  Teachp:rs'  Institute. 

ance  upon  all  sessions  of  the  teachers'  meeting.  This 
"  Normal  Section  "  of  the  weekly  meeting  of  teach- 
ers will  exert  a  salutary  influence  on  the  entire  school. 
On  page  32  of  tin's  volume  will  be  found  a  practical 
suggestion  of  great  value  in  this  connection.  The 
adoption  of  a  course  Of  study  such  as  is  recom- 
mended on  page  59,  or  in  the  programme  of  the 
Kormal  Department  to  follow,  would  greatly  increase 
the  power  of  this  association  of  teachers  and  senior 
scholars. 

4.  The  Church  Normal  Class,  under  the  direc- 
tion of  the  pastor,  or  other  competent  instructor  by 
liim  appointed,  is  the  highest  and  best  and  most 
promising  development,  as  it  is  the  most  urgent 
demand,  of  our  modern  Sunday-school  work.  By  it 
the  pastor  prepares  assistants  for  himself  and  his  suc- 
cessors in  the  important  function  of  teaching  in  the 
Church  of  God.  By  it  a  high  standard  is  contin- 
ually uplifted  before  the  school.  The  confidence  of 
thoughtful  people  in  the  purpose  and  efficiency  of  the 
Sunday-school  is  confirmed  or  re-assured.  It  becomes 
a  point  of  ambition  w^ith  advanced  pupils  to  be 
thought  worthy  of  promotion.  It  increases  the  effi- 
ciency of  a  minister  as  a  teacher,  and  thus  increases 
his  pulpit  power.  It  holds  a  large  reserve  force  of 
teaching  talent,  upon  which  the  superintendent  may 
in  due  time  draw,  and  thus  increases  the  intellectual 
and  spiritual  weight  and  force  of  the  school. 

It  was  the  author's  privilege  in  1857  to  organize 
and  conduct  precisely  such  a  class  in  Illinois.  It 
was  composed  of  young  people  who  had  never  taught. 
It  was  called  a  ''  Normal  Class."  It  w^as  held  reiru- 
larly  every  Sabbath  in  a  room  fitted  up  for  the  pur- 
])Osc,  and  known  as  the  "  Normal -CI  ass  Room."     Its 


Sunday- School  Normal  Class.         133 

exercises  consisted  of  Bible  lessons  studied  with  refer- 
ence to  the  illustration  of  true  methods  of  teachinf»;, 
and  of  regular  recitations  from  the  admirable  little 
volume  on  ''  The  Sunday-School  and  Bible  Teaching," 
by  Kev.  James  Inglis.  This  class  was  the  fruit  of  a 
special  Bible  class  for  teachers  and  scholars  organized 
by  the  author  in  1855,  and  held  on  Saturday  after- 
noons for  several  years.  This  was  called  the  "  Pales- 
tine Class,"  and  was  designed,  outside  of  Sunday- 
school,  to  prepare  teachers,  by  a  training  in  Bible  his- 
tory and  geograph}^,  the  better  to ,  instruct  their 
pnpils  on  the  Lord's  day.  It  aimed  also  to  promote 
a  more  general  acquaintance  with  these  departments 
of  biblical  investigation. 

The  most  imperative  demand  of  our  times  in  Sun- 
day-school work  is  for  a  Normal  Class  in  each  Cliurch 
to  develop  the  teaching-power  of  the  pastor,  to  elevate 
the  standard  of  teaching  in  the  Sunday-scliool,  and 
thus  make  our  age  an  age  of  thorough,  earnest  Bible 
study.  To  this  added  tlie  presence  of  the  Holy 
Spirit,  and  then  we  shall  see  the  Church  of  our  age 

"Strong  witli  the  strength  of  truth, 
Strong  with  the  strength  of  youth, 
Armed  as  with  Moses'  rod, 
Armed  witii  the  Word  of  God." 


11. 

THE  SEMIMRY  NOEMAL  CLASS. 


1.  The  colleges,  seminaries,  and  academies  of  the 
country  are  now  educating  the  young  men  and 
women  who,  ten  years  hence,  are  to  occupy  places  of 


134     Sunday- School  Teachers'  Institute. 

responsibility  in  the  fauiily.  the  Clinrch,  the  school, 
and  the  State,  and  to  these  higher  schools  all  the 
trades  and  professions  look  for  workmen  and  leaders. 
To  them  also  the  Sunday-school  comes  with  pleading 
and  expectation, 

2.  In  oar  educational  institutions  students  are  not 
only  acquiring  a  general  culture,  but  a  professional 
training.  They  select  from  the  general  curriculum, 
and  pursue  with  avidity,  the  studies  which  especially 
prepare  them  for  their  contemplated  trade  or  profes- 
sion, so  that  jnany  of  our  seminaries  have,  practi- 
cally, several  separate  departments  or  courses  of  study 
— commercial,  scientific,  esthetic,  normal,  agricul- 
tural. So  far  as  this  custom  interferes  with  the  study 
of  the  rudiments  of  all  knowledge,  or  prevents  thor- 
oughness and  breadth  of  culture,  it  is  to  be  depre- 
cated. We  now  deal  with  it  sinjply  as  an  indication 
of  the  demand  every-where  felt  for  preparatory  train- 
ing in  order  to  succeed  in  any  department  of  labor. 
And  while  the  counting-room,  the  farm,  the  railroad, 
the  laboratory  of  the  chemist,  and  the  public  school 
are  thus  forcing  into  prescribed  limits  the  courses  of 
study  pursued  by  pupils  in  our  institutions  of  learning, 
the  Sunday-school  also  raises  lier  voice  and  asks  tliat 
her  urgent  necessities  may  not  be  forgotten. 

3.  The  plea  of  the  Sunday-school  deserves  a  care- 
ful hearing.  She  does  not  crave  a  one-sided  culture, 
nor  ask  that  any  other  department  of  study  be  neg- 
lected in  order  to  subserve  her  interests.  She  says : 
"  Give  me  Sunday-school  teachers.  While  you  make 
engineers,  chemists,  artisans,  merchants,  agricultur- 
ists, lawyers,  physicians,  educators,  make  them  all 
Bible  teachers  at  the  same  time.  Make  them  familiar 
with  the  Sunday-school  as  one  of  the  higher  depart- 


SuxDAY-  School  N'ormal  Class.         185 

ments  of  tlie  Church  for  the  training  of  Christ's  dis- 
ciples, old  and  young,  in  the  mysteries  of  revelation, 
for  the  building  up  in  them  of  Christian  character, 
the  conservation  of  social  morality  and  of  national 
integrity."  This  plea  deserves  a  hearing  because  the 
highei'  schools  owe  much — more  than  they  have  ever 
yet  repaid — to  the  Sunday-school.  She  has  raised 
up  scores  of  presidents  and  professors  for  these  in- 
stitutions ;  thousands  of  their  students  have  been 
brought,  through  her  missionary  exertions,  from  the 
paths  of  poverty  and  ignorance  and  directed  to  insti- 
tutions of  which  they  had  never  heard,  and  for  whose 
advantages  they  had  never  felt  a  longing,  until  new 
purposes  were  inspired  by  the  Sunday-school;  and 
now  that  she  seeks  to  increase  her  power,  and  elevate 
her  standard,  it  seems  but  just  that  literary  institu- 
tions should  give  her  encouragement  and  aid. 

4.  Already  the  plan  proposed  has  met  with  a  hearty 
response.  In  the  "  Xorth- western  Female  College," 
Evanston,  111.;  the  '^Cincinnati  AVesleyan  Female 
College  ;"  the  "Baldwin  University,"  in  Ohio  ;  "  Cor- 
nell College,"  Iowa  ;  "  Dickinson  College,"  Pennsyl- 
vania, and  in  other  institutions  of  learning,  regular 
Sunday-school  JS^ormal  Classes  have  been  organized. 
Several  classes  have  been  graduated  in  due  form, 
receiving  diplomas  from  the  '•  JS^ormal  Deparraent" 
at  Xew  York. 

5.  The  theological  seminaries  especially  should  give 
careful  attention  to  tliis  matter.  What  we  make  our 
ministers,  our  ministers  will  make  the  people.  Those 
clergymen  who  look  down  with  a  sort  of  contempt 
upon  Sunday-school  work  as  beneath  their  notice 
will  certainly  weaken  the  Church,  unless  the  Church 
be  strono'  enouoli  and  wise  enough  to  cast  them  off. 


180     Sunday- School  Teachers'  Institute. 

Preacliino;  is  not  "  the  all  and  do  all  "  of  a  minister, 
lie  is  called  of  God  and  appointed  by  the  Church  to 
teack  as  well  as  to  preach.  The  best  teaching  is  that 
which  follows  the  catechetical  method,  and  that  was 
Christ's  method  and  the  method  of  the  apostles,  and 
it  is  the  surest  method  to-day  of  edifying  the  Churcb. 
The  Sunday-school  is  distinguished  by  this  catechet- 
ical process  of  teaching.  It  supplements  and  cannot 
supplant  the  pulpit.  It  increases  the  power  of  the 
pulpit.  It  creates  a  strong  demand  for  the  right  sort 
of  pulpit  work.  Now  we  expect  the  theological 
seminaries  so  to  train  oiir  ministers  that  they  will 
appreciate  the  plan,  purpose,  and  power  of  the  school 
of  the  Church,  and  prepare  them  to  lay  hold  of  it 
and  increase  its  efficiency,  and  avail  themselves  of  its 
marvelous  possibilities. 

6.  This  important  point  of  power  has  not  been 
entirely  overlooked.  For  years  in  the  Biblical  School 
at  Evanston,  111.,  the  Rev.'  D.  P.  Kidder,  D.D.,  Pro- 
fessor of  Pastoral  Theology  in  that  institution,  has 
trained  his  classes  in  Sunday-school  work.  The  ben- 
eficial results  has  been  api)arent  in  the  graduates. 
While  not  one  of  them  is  known  to  be  a  Sunday- 
school  specialist,  all  of  them  recognize  the  true  posi- 
tion and  great  importance  of  this  department.  In 
1867  the  author  organized  a  normal  class  under  the 
auspices  of  the  New  York  Normal  Department 
(S.  S.  Union  M.  E.  Church)  at  the  Theological  Sem- 
inary, Concord,  N.  H.,  and  several  of  the  students 
completed  the  course  of  study.  The  same  institution, 
since  removed  to  Boston,  Mass.,  provides  for  a  semi- 
annual special  course  of  lectures  on  Sunda}^- school 
work.  The  same  is  substantially  true  of  the  Theo- 
logical Seminary  at  Madison,  N.  J.     Before  his  death 


Sunday  School  Normal  Class.  137 

our  beloved  fellow-worker,  E.  D.  Pardee,  Esq., 
delivered  a  course  of  Sunday-scliool  lectures  before 
the  Union  Theological  Seminary  in  New  York. 

7.  The  following  plan  of  operations  may  serve  as 
a  suggestion,  and  lead  to  the  adoption  of  other  and 
wiser  methods  in  all  educational  institutions : 

(1.)  Let  a  Sunday-School  Committee  be  appointed 
from  the  faculty,  whose  duty  it  shall  be  to  superin- 
tend the  Sunday-School  Department,  providing  lect- 
ures, lessons,  recitations,  illustrative  exercises,  etc., 
for  the  proposed  course  of  study. 

(2.)  AH  persons  may  be  enrolled  as  members  of  the 
class  who  shall  pledge  themselves  to  attend  its  exer- 
cises regularly,  prepare  all  required  lessons,  read  the 
books  prescribed,  and  engage  in  Sunday-school  teach- 
ing when  called  by  the  voice  of  the  Church  and  their 
own  convictions  to  that  work.  [For  course  of  study 
see  Chapter  lY.] 

(3.)  Any  person  having  completed  the  prescribed 
course  of  reading  and  study  shall  be  entitled  to  a 
Certificate  or  Diploma. 


III. 
THE  XORMAL  DEPARTMENT. 


1.  Many  persons  who  are  quite  willing  to  adopt 
normal  methods  are  embarrassed  by  not  knowing  just 
how  to  begin,  nor  what  lessons  to  employ.  The  pastor 
has^  no  time  to  prepare  a  course  of  study.  Were  he 
to  prepare  it,  the  expense  of  printing  would  be  con- 
siderable.    The  field  is  a  broad  one,  and  to  arrange 


188     Sunday- School  TeacheRwS'  Institute. 

a  s^'stem  botli  f^oinprelieiisive  and  specific  is  a  task 
wliicli  requires  an  outlay  of  labor  and  time  which  few 
pastors  can  afford.  To  prepare  a  plan  and  to  provide 
appliances  for  its  prosecution,  there  should  be  an  or- 
ganization or  a  "department  "  in  some  already  exist- 
ing^ orojanization.  In  this  wav  the  whole  circle  of 
Sunday-schools  in  a  land  or  denonn'nation  may  be 
reached  ;  the  normal  system  commended  to  them  ; 
a  definite  object  suggested  ;  a  course  of  reading  and 
stud}^  provided  ;  needful  helps  furnislied  at  reasonable 
rates,  and  each  school  inspired  to  prosecute  a  course 
of  stud}^  which  is  at  the  same  time  employed  by  many 
other  schools. 

2.  The  Sunday-School  Union  of  the  Methodist 
Episcopal  Church  organized  February  8,  1867,  a 
*'  JSTormal  College,"  defining  its  objects  to  be  as  fol- 
lows :  "  To  elevate  the  standard  of  Sunday-school 
manao^ement  and  teachinoj  in  the  Church,  to  furnish 
facilities  for  training  teachers,  and  to  unite  all  local 
Normal  Classes  and  Institutesin  a  central  organiza- 
tion." 

3.  The  name  of  the  organization  seeming  somewhat 
pretentious,  the  Normal  Committee,  to  whom  its 
entire  management  w^as  referred  by  the  Board  of 
Managers,  decided  to  call  it  the  "Normal  Depart- 
ment" of  the  Sunday -School  Union.  The  following 
general  regulations  were  adopted  by  the  Committee 
on  the  second  anniversary  of  the  organization,  Feb- 
ruary 8,  1869  : 

(1.)  Officers. — The  officers  of  the  Department  shall 
consist  of  the  Superintendent  of  Instruction,  elected 
by  the  General  Conference,  who  shall  be  ex  officio 
Chairman,  a  Recording  Secretary,  and  a  Treasurer, 
who  shall  be  elected  annually  by  the  Committee,  from 


SuNJMY- School  ]S^okmal  Class.  130 

their  own  luinibei-,  on  the  second  Monday  of  February. 
The  Secretary  sliall  liave  cliarge  of  tlie  archseological 
collection  and  library  of  the  Department. 

Tlie  Committee  of  Instruction  in  the  several  Church 
and  Seminary  Classes  shall  be  enrolled  as  correspond- 
ing members  of  the  Department,  and  an  annual 
report  shall  be  forwarded  to  each. 

(2.)  Church  Formal  Classes  and  their  Course 
OF  Study. — A  Sunday-School  Church  Xormal  Class 
may  be  organized  in  any  locality,  or  by  any  Meth- 
odist Episcopal  Sunday-school,  and  will  be  recognized 
as  an  auxiliary  of  the  Department  on  the  following 
conditions : 

1.)  That  it  adopts  the  prescribed  course  of  study 

2.)  That  it  elects  a  Committee  of  Instruction. 

3.)  That  it  reports  its  organization  and  officers  to 
the  Recording  Secretary  of  the  Sunday-School  formal 
Department  in  l^ew  York. 

(3.)  Classes.  — There  are  three  classes  :  1.)  The 
Preparatory  ;  2.)  The  Second  or  Junior  ;  3.)  The 
Third  or  Senior.  [The  course  of  study  will  be  found 
in  the  next  chapter,  page  142.] 

(4.)  Conditions  of  Membership. — 1.)  Any  per- 
son promising  to  read  carefully  the  books,  and  attend 
the  ten  meetings  prescribed  may  be  enrolled  as  a 
member  of  the  preparatory  class. 

2.)  Any  person  having  completed  the  Preparatory 
Course,  and  promising  to  read  the  books  and  attend 
the  ten  meetings  prescribed,  may  be  enrolled  as  a 
member  of  the  second  class. 

3.)  Any  person  having  completed  the  Preparatory 
and  Second  Courses,  and  promising  to  read  the  books 
and  attend  the  fifteen  meetings  prescribed,  may  be 
enrolled  as  a  member  of  the  third  class. 


140     Sunday- School  Teachers'  Institute. 

5.  Directions  to  the  Commiti^ee  of  Instruction. 

Boards  of  Instruction  'm  the  Cliiircli  Normal  Class 
are  recoinmendecl : 

(1.)  To  drill  the  class  as  frequently  as  possible  in 
the  subjects  under  examination,  and  introduce  a 
juvenile  class  for  illustrating  the  best  methods  of 
teaching. 

(2.)  To  use  the  blackboard  whenever  practicable 
for  presenting  outlines  of  the  several  lectures  or  other 
exercises  of  the  class. 

(3.)  To  encourage  members  of  the  class  to  present 
written  questions  on  all  subjects  connected  with  their 
work,  and  especiallj^  on  the  topics  under  considera- 
tion. To  these  questions  written  answers  may  also 
be  presented. 

6.  Certificates  and  Diplomas. 

(1.)  All  persons  who  complete  the  first  course  may 
receive  certificates  from  the  Local  Committee  of 
Instruction.    We  shall  provide  blanks  for  this  purpose. 

(2.)  Certificates  for  the  second  course  may  also  be 
given  by  the  local  committees. 

(3.)  Persons  completing  the  above  course  of  study, 
and  entering  into  the  prescribed  covenant,  whose 
names  are  reported  to  the  Recording  Secretary  at 
ISievv  York,  shall  receive  a  diploma,  signed  by  the 
officers  of  the  Department  and  the  Committee  of 
Instruction  in  the  class  with  which  they  are  connected. 

Covenant. 

"  I  do  solemnly  promise  to  devote  myself  with  all 
diligence  to  Sunday-school  labor.  I  will  endeavor  to 
study  the  word  of  God  thoroughly  and  prayerfully  ; 
to   spend    more   time    in    reading,    meditation,    and 


Sunday- School  JS^ormal  Class.  141 

prayer,  with  special  reference  to  mv  work  ;  as  re<z;u- 
larly  as  possible  to  attend  all  the  means  of  grace;  to 
visit  ray  scholars  as  their  temporal  or  spiritual  neces- 
sities may  require,  and  to  be  punctually  present  at 
school  and  all  meetings  of  teachers." 

(4.)  The  following  are  specimens  of  the  certificates 
and  diploma  provided  by  the  Department.  The 
diploma  is  an  exquisitely  beautiful  specimen  of  litho- 
graphic art. 

Certificates  for  Preparatory  and  Junior  Glasses. 


NORMAL    DEPARTMENT 

OF    THK 

METHODIST  EPISCOPAL  SUXDAY- SCHOOL  USIOX. 


JL 

Has  completed  the  course  of  READING,  LECTURES,  and 

STUDY  prescribed  for  the Class  of  the  Normal 

Depaktmext  of  the  Methodist  Episcopal  Sunday-School 


Union.  )  Local 

Com.  of 
A.D.  187. 


Instruc- 
tion. 


Diploma  for  Senioi  Class. 


METHODIST  EPISCOPAL  SUXDAT-SGHOOL  UMON. 
NORMAL    DEPARTMENT. 


Cbis  Certifies  that has 

completed  the  course  of  BEADING,  LECTURES,  and  STUDY 

prescribed  for  the *  Class  of  the  Normal 

Department  of  the  Sunday-School  Union  of  the  Methodist 
Episcopal  Church, 

^H  ;;;:e;;;;;;;;e 

*^w*  CommiUee.  #>-- ^ - A.  D.  187  — 


Superintendent. 


iuiinary,''"  or  "  Church  Senior.' 


142     Sunday- School  Teachers'  Institute. 

(5.)  The  *•  Department  "  Las  also  commenced  a  col- 
lection of  maps,  illustrations,  photographs,  curiosi- 
ties, etc.,  for  the  use  of  Sunday-schools  connected 
with  the  Union.  This  collection,  throuirh  the  munif- 
icence of  the  late  William  W.  Cornell,  Esq.,  of  Kew 
York,  is  already  large  and  valuable.  Arrangements 
have  been  made  for  loaning  some  of  these  articles  to 
s(;hools  for  lectures,  evening  reunions,  etc. 

(6.)  But  after  all  that  a  "  Department "  of  this  char- 
acter can  do,  every  thing  depends  upon  the  individual 
schools.  The  plans  devised,  the  resources  provided, 
one  thing  is  required  to  perfect  the  work :  The 
organization  of  the  class,  and  the  persevering  prose- 
cution of  the  course  of  study  to  be  laid  down  in  the 
next  chapter. 


IT. 

THE  COURSE  OF  STUDY. 


1.  A  course  of  study  lias  already  been  indicated  in 
connection  with  Institute  work,  (see  pages  59,  60.) 
For  the  use  of  permanent  ^N'ormal  Classes,  it  should  be 
more  comprehensive  and  complete.  It  is  indeed  the 
fact  that  the  normal  class  work  proper  does  not  so 
much  comprise  the  what  as  the  how  of  teaching.  If 
the  Sunday-school  and  the  family  of  to-day  gave  the 
instruction  they  should  as  to  the  contents  of  the 
Bible,  the  distinctive  and  only  purpose  of  the  Normal 
Class  might  be  to  prepare  for  teaching  by  practice 
in  teaching.  But  as  most  of  our  pupils  need  first  the 
knowledge  and  then  the  art  of  communicating  it,  we 


Sunday- School  Normal  Class.  143 

must  teach  them  the  art  while  communicating  the 
knowledge. 

2.  But  even  in  the  Normal  Class  tlie  training;, 
methods,  and  especially  the  range  of  reading  and 
study  adopted,  must  be  unsatisfactory.  The  whole 
world  of  Bible  knowledge,  its  amazing  heights  and 
unfathomable  depths,  appears  before  the  student.  If, 
how^ever,  we  but  impress  him  with  the  vastness  of  the 
field  before  him,  and  the  necessity  of  thought,  prayer, 
and  earnest  eftort  in  order  to  do  any  thing  for  his 
pupils — if  we  but  cause  him  to  resolve  never  to  go  be- 
fore a  class  without  some  faithful  and  devout  study  of 

.  his  lesson — we  shall  be  compensated  for  all  our  labor. 

3.  The  course  of  study  for  a  Normal  Class  should 
be  divided  into  easy  stages.  One  will  readily  consent 
to  attend  a  series  of  lectures,  and  to  study  two  or 
three  small  tracts  on  the  teacher's  work,  who  would 
be  discouraged  at  a  long  course  of  either  lectnres  or 
readings.  Hence  we  have  divided  the  Normal 
Department  course  of  study  into  two  series  of  ten 
each,  and  one  of  fifteen  meetings — tw^enty-five  in  all. 
We  have  found  the  device  to  succeed  admirably. 

4.  The  complete  course  of  study,  Avhether  in  Church 
or  Seminary  class,  should  cover  in  some  general  way 
the  follo^ving  branches  : 

(1.)  The  Bible  as  a  Book. — Its  several  parts;  au- 
thorship ;  original  tongues ;  manuscripts ;  ancient 
and  modern  versions;  various  readings;  classification 
of  its  books  ;  preservation  ;  modifications  of  form, 
mechanical,  typographic,  etc. 

(2,)-  The  Evidence  of  the  Divine  Origin  of  the  Bible, 
— Its  claim  to  a  divine  origin  ;  proof  of  genuineness  ; 
canon  i  ci  ty  ;  the  apocrypha;  inspiration;  miracles; 
prophecy;    unity  of  the  Bible;   moralitv  ;    harmony 

JO 


l-itt     Sunday- School  Teachers' -Ixstitute. 

with  nature;  ])ractical  results;  character  of  Jesus  as 
a  proof  of  the  divine  origin  of  Christianity  ;  personal 
experience  of  the  Bible  religion. 

(3.)  Theohxjii. — Doctrines  concerning  God  :  the 
Trinity;  the  divinity  of  Christ;  his  work;  the  Holy 
Ghost;  man  in  Eden  ;  man  fallen;  man  redeemed; 
evil  spirits ;  angels;  things  of  the  futnre. 

(J:.)  Bible  History. — Chronology  :  the  principal 
periods:  1.)  Antediluvian;  2.)  Patriarchal;  3.) 
Mosaic;  4.)  Joshua  and  the  Judges;  5.)  Saul,  David, 
and  Solomon  ;  6.)  The  two  kingdonjs  ;  7.)  The  cap- 
tivities ;  8.)  From  Cyrus  to  Christ ;  9.)  The  days  of 
our  Lord  on  earth;  10.)  The  Apostles;  the  Gentile 
nations ;  prominent  characters  of  Bible  times,  etc. 

(5.)  Bible  Geography. — 1.)  The  lands  of  the  begin- 
ning, Armenia,  Chaluea,  Mesopotamia;  2.)  The 
land  of  Hebrew  bondage,  Egypt  ;  3.)  The  land  of 
Hebrew  wandering,  Arabia  ;  4.)  The  land  of  promise, 
Canaan:  its  names,  boundaries,  mountains,  plains, 
valleys,  rivers,  seas,  cities,  historic  associations,  pres- 
ent condition,  etc. ;  5.)  The  land  of  the  Jewish  wars, 
Philistia,  Syria,  Arabia  ;  6.)  The  lands  of  the  cap- 
tivities, Assyria,  Babylonia  ;  7.)  The  lands  of  Cyrus 
the  Emancipator,  Media,  Persia;  8.)  The  lands  of 
the  dispersion,  see  Acts  ii  ;  9.)  Bible  seas  and  rivers; 
10.)  Bible  mountains,  etc. 

(6.)  Bible  Manners  and  Customs. — 1.)  Peligions  : 
pagan  gods,  theories,  rites  and  ceremonies,  etc.,  re- 
ferred to  in  tlie  Bible ;  Jewish  worship :  the  taber- 
nacle, its  priests,  sacrifices,  the  feasts,  the  temple,  etc. ; 
2.)  Domestic:  habitations,  modes  of  architecture, 
furniture,  social  customs,  feasts,  weddings,  funerals  ; 
3.)  Commercial  and  professional :  trades,  offices,  arts, 
schools,  agriculture,  weights,  measures,  time,  imple- 


Sunday-  School  Normal  Class.  145 

ments,  etc.;  4.)  Governmental:  laws,  officers,  taxa- 
tion, punishment,  army,  etc. 

(7.)  Natural  History. — 1.)  Climate  as  described  in 
the  Bible :  temperature,  storms,  seasons,  etc. ;  2.) 
Animals  ;  3.)  Vegetation  :  trees,  plants,  flowers,  etc. ; 
4.)  Geology  :  stones,  metals,  gems,  etc. 

(8.)  How  to  Study  the  Bible. — Kules  of  interpreta- 
tion ;  the  canon  of  Scripture  ;  how  to  study  Bible 
biography,  history,  doctrines,  precepts,  allegories, 
parables,  etc.  ;  tj^pes  and  symbols,  etc.  ;  difficulties  in 
the  Bible,  and  how  to  treat  them. 

(9.)  Church  History.— 1.)  The  Church  defined  ; 
2.)  The  denominational  Church;  3.)  The  Church  in 
the  several  centuries. 

(10.)  The  Sunday-School. — Its  specific  m'ssion  ;  re- 
lation to  the  family ;  to  the  sanctuary  and  pulpit ; 
modern;  ancient;  divine;  schools  of  the  prophets; 
synagogues  ;  schools  in  the  temple ;  errors  concerning 
the  Sundaj^-school ;  defects  in  its  working ;  its  de- 
mands ;  organization  ;  management ;  officers  ;  teach- 
ers ;  grades  of  scholars ;  course  of  study  ;  spiritual 
mission  ;  the  infant  class  ;  juvenile  scholars,  etc. 

(11.)  Teaching,"^ — What  is  education  of  the  body  ? 
What  is  education  of  the  mind  ?  how  secured  ;  what 
the  mind  was  made  to  do ;  mental  habits  :  attention 
and  observation,  seeing  truth  clearly,  remembering, 
forining  mental  images,  inferring,  seeing  and  enjoy- 
ing beauty,  perceiving  and  doing  duty,  regulating  tlie 
desires,  regulating  the  affections,  willing,  expression  ; 
rules  for  the  teacher  in  the  acquisition  of  knowledge  : 
self-training,  leading  the  child  to  think,  to  yield  to 

*  See  Dr.  Joseph  Alden's  new  and  valuable  little  Manual,  prepared 
expressly  for  the  Normal  Department.  Address,  Sundaj-Seliool  Union, 
805  Broadway,  New  York. 


146     Sunday- School  Teachers'  Institute. 

the  claims  of  Christ,  to  live  in  harmony  with  the  truth 
as  it  is  in  Christ,  etc. 

5.  In  order  to  bring  this  comprehensive  curriculum 
within  the  grasp  of  the  majority  of  students,  the  "De- 
partment "  has  ordered  the  preparation  of  normal- 
class  text-books,  each  to  contain  about  thirty-two 
pages.  They  will  be  published  under  the  general 
title  of  "  The  Outline  Normal  Series."  The  series 
will  contain  nine  or  ten  volumes,  as  follows:  '•  Out- 
lines on  Teaching;"*  on  the  "Sunday-School;"  on 
"  History  of  the  Bible  ;"  on  "  Christian  Evidences  ;" 
on  "  Bible  History  ;"  on  "  Bible  Geography ;"  on 
"  Bible  Manners  and  Customs  ;"  on  "  Bible  Study  ;" 
on  "  Christian  Theology ;"  on  "  Church  History." 
While  these  books  are  in  process  of  preparation  the 
course  of  study  in  use  in  the  Normal  Department  is  as 
follows : 

I.    The  Preparatory  Class. 

1.  All  members  of  this  class  ai'e  expected  to  read 
attentively  and  studiously  the  following  books: 
"  Sunday-School  Organization,"  "  Helpful  Hints," 
"  The  Art  of  Securing  Attention."  f 

*  This  volume,  by  Dr.  Alden,  is  now  read3\     The  same  distinguished 
author  is  at  worlv  on  the  volume  ol'  "Christian  Evidences." 

f  The  books  referred  to  in  this  course  may  be  had  at  the  Method- 
ist Publishing  House,  805  Broadway,  N.  Y..  at  the  following- prices: 

Sunday-School  Organization.     Per  dozen $0  72 

Helpful  Hints  for  Sunday-School  Teachers.     Per  dozen 0  72 

The  Art  of  Securing  Attention 0  10 

The  Sunday- School  and  Bible  Teaching 1  00 

The  Sunday-School  Hand-Book 1  25 

Topics  for  Teachers.     2  vols.     Per  vol 1  50 

The  Use  of  Hlustration 0  15 

The  Art  of  Questioning 0  10 

Rogers'  Domestic  Life  in  Palestine 1  75 


Sunday- School  IS'ormal  Class.  147 

2.  To  attend  ten  meetings  of  tlie  class,  at  wliicli,  by 
lectures,  essays,  conversations,  or  class-exercises,  the 
following  subjects  shall  be  carefully  and  thoroughly 
treated  : 

(1.)  The  family,  the  pulpit,  the  social  meetings  of 
the  Church  and  the  Sunday-school ;  their  relations, 
and  how  they  may  be  rendered  mutually  helpful. 

(2.)  The  organization  and  management  of  the  Sun- 
day-school. 

(3.)  Duties  of  Sunday-school  teachers  to  the  Church, 
the  officers  of  the  school,  the  parents  of  their  scholars, 
and  to  the  scholars  themselves,  in  and  out  of  school. 

(4.)  How  to  win  and  retain  the  attention  and  in- 
terest of  our  scholars. 

(5.)  Countries  and  nations  mentioned  in  the  Bible. 

(G.)  Outlines  of  Bible  History  and  Chronology. 

(7.)  Outlines  of  Bible  History  and  Chronology. 

(8.)  Manners  and  Customs  of  Bible  Times. 

(9.)  Manners  and  Customs  of  Bible  Times. 
(10.)  Manners  and  Customs  of  Bible  Times. 

3.  It  is  expected  that  in  the  course  of  the  ten  meet- 
ings there  will  be  conversations  on  the  following 
subjects  :  ''  Memory,  its  use  and  abuse,"  ''  The  proper 
improvement  of  time,''  '*  Training  our  scholars  in 
Christian  experience  and  work."  It  is  suggested  that 
some  member  or  members  of  the  class  be  appointed 
to  prepare  w^ritten  exercises  on  these  subjects. 

4.  The  following  works  are  recommended  as  con- 
taining much   valuable  information  on  the  subjects 


Hand-Book  of  Bible  Geography $2  25 

Word  of  God  Opened 1  25 

Catechism  of  the  M.  E.  Church,  No.  3.     Per  dozen   0  96 

Stories  from  Churcli  History 1  25 

[The  books  in  italics  are  recommended,  but  not  required.] 


14S     Sunday- School  Teachers'  Institute. 

above  prescribed :  "  The  Sunday-School  and  Bible 
Teachincr,"  "  The  Sunday-School  Hand-Book,"  "Top- 
ics for  Teacliers." 

II.    The  Second  or  Junior  Class. 

1.  All  members  of  this  class  are  expected  to  read 
studiously  the  following  books,  "  The  Use  of  Illustra- 
tion," "  The  Art  of  Questioning." 

2.  To  attend  ten  meetings  of  the  class,  at  which,  by 
lectures,  essays,  conversations,  or  class  exercises,  the 
follovring  subjects  shall  be  carefully  treated  : 

(1.)  Teaching:  analysis,  illustration. 
(2.)  Teaching  :  questioning,  recapitulation,  and  ap- 
plication. 

(3.)  Bible  Geography  and  Natural  History. 
(4.)  Bible  Geography  and  Modern  History. 
(5.)  The  Bible. 
(6.)  The  Bible. 
(7.)  The  Bible. 
(8,)  The  Bible. 

(9.)  The  Present  Condition  of  Bible  Lands. 
(10.)  The  Present  Condition  of  Bible  Cities. 

3.  It  is  expected  in  the  course  of  the  ten  meetings 
there  will  be  conversations  on  the  following  subjects: 
"  Sunday-school  literature,"  "  Works  of  philanthropy 
and  reform  in  Sunday-school,"  "  The  government  of 
children."  Let  written  exercises  be  prepared  on 
these  snbjects. 

4.  The  following  works  are  recommended  to  mem- 
bers of  the  class  :  "  Kogers'  Domestic  Life  in  Pales- 
tine," "  Whitney's  Hand-Book  of  Bible  Geography," 
Peirce's  "  Word  of  God  Opened." 


Slnday- School  ^S^ormal  Class.  liD 

III.    THE   TH1R1>   OR   SENIOR   CLASS. 

1.  All  members  of  this  class  are  expected  to  read 
studiously  t\iQ  following  books:  "Catechism  of  the 
Methodist  Episcopal  Church,  No.  3,"  ^  "  Stories  from 
Church  History." 

2.  To  ^tiQi^di  fifteen  meetings  of  the  class,  at  which, 
by  lessons,  essays,  conversations,  or  class-exercises, 
the  following  subjects  will  be  examined : 

(1.)  Evidences  of  Christianity. 
(2.)  Evidences  of  Christianity. 
(3.)  Evidences  of  Christianity. 
(4.)  Rites  and  AVorship  of  the  Jews. 
(5.)  Rites  and  Worship  of  the  Jews. 
(0.)  Rites  and  Worship  of  the  Jews?'^ 
(7.)  Christian  Theology. 
(8.)  Christian  Theology. 
(9.)  Christian  Theology. 
(10.)  Church  Histor^^  " 
(11.)  Church  History. 
(12.)  Church  History. 
(13.)  Teaching. 

(14.)  Jesus  the  Model  Teacher. 
(15.)  The  Holy  Ghost  as  Teacher. 
It  is  expected  that  during  the  fifteen  meetings, 
essays  or  written  exercises  on  the  following  subjects 
will  be  presented  by  one  or  more  members  of  the  class : 
"  Unconscious  Influence  of  the  Teacher,"  "  Picture 
and  Object  Teaching,"  "  The  Sunday-School  Teach- 
er's Reward." 

*  Where  the  Xorraal  Course  is  used  by  other  denominations  this 
book  may  be  omitted. 


150     Sunday- School  Teachers'  Institute. 


Seminary  Classes  and  their  Course  of  Study. 

A  Sunday-School  Seminary  Normal  Class  may  be 
organized  in  any  institution  to  learning,  and  will  be 
recognized  as  an  auxiliary  of  the  Department  on  the 
same  conditions  as  those  prescribed  for  Church  Normal 
Classes,  substituting  the  following  as  the  course  of 
study  : 

1.  Each  member  of  the  class  must  pass  a  satisfac- 
tory examination  upon  the  following  works  : 

(1.)  Sunday-School  Organization. 

(2.)  Hopeful  Hints  for  Sunday-School  Teachers. 

(3.)  The  Art  of  Securing  Attention. 

(4.)  The  ihe  of  Illustration. 

(5.)  The  Art  of  Questioning. 

(6.)  Eggleston's  Manual. 

2.  Each  member  of  the  class  must  .prepare  a  writ- 
ten exercise  on  the  following  subjects : 

(1.)  Training  Scholars  in  Christian  Experience  and 
Work. 

(2.)  Works  of  Philanthropy  and  Keform  in  Sunday- 
School. 

(3.)  Unconscious  Influence  of  the  Teacher. 

(4.)  The  Sunday-School  Teacher's  Reward. 

3.  There  shall  be  lectures  before  the  class  on  the 
following  subjects : 

(1.)  The  Family,  the  Pulpit,  the  Social  Meetings  of 
the  Church  and  the  Sunday-School ;  their  relations, 
and  how  they  may  be  rendered  mutually  helpful. 

(2.)  Duties  of  Sunday-School  Teachers  to  the 
Church,  to  the  Officers  of  the  School,  to  the  Parents 
of  their  Scholars,  and  to  the  Scholars  themselves  in 
and  out  of  School. 


Sunday  -School  ]NroRMAL  Class.         151 

(3.)  How  to  Win  and  Retain  the  Attention  and  In- 
terest our  Scholars. 

(4.)  Teaching :  analysis,  illustration,  questioning, 
recapitulation,  and  application. 

(5,  6,  7.)  Church  History. 

(8.)  Jesus  the  Model  Teacher. 

(9.)  The  Holy  Ghost  as  Teacher. 

4.  There  shall  be  at  least  ten  practice  lessons,  or  il- 
lustrations of  actual  teaching,  in  the  course  of  ten 
meetings. 


Y. 

THE  PROGRAMME. 


1.  A  live  teacher  will  soon  determine  by  what  plan 
he  can  best  teach.  He  will  then  be  true  to  himself, 
and  discard  all  armor  that  miglit  restrain  him.  He 
may  see  proper  to  modify  the  general  outline  of  study 
already  given,  and  project  one  of  his  own,  which  in 
his  hands  may  be  better  than  any  other  person  could 
prepare  for  him.  We  believe  in,  and  contend  for,  the 
largest  freedom  in  this  respect.  Let  all  such  inde- 
pendent arrangements  of  the  lessons,  however,  recog- 
nize the  general  contents  of  tlie  prescribed  curriculum, 
so  that  there  be  no  forfeiture  of  promotion  or  other 
privilege  guaranteed  by  the  Normal  Department  to 
the  members  of  its  classes. 

2.  The  following  is  a  good  general  programme  for 
a  normal  class.  It  is  the  result  of  a  "  Conversation  " 
at  the  remarkably  successful  "  J^ormal  Institute  "  held 
in  Plainfield,  ]N".  J.,  in  January,  1872  : 


152     Sunday- School  Teachers'  Institute. 

(1.)  Eoll-call. 

(2.)  Devotional  exercises. 

[These  exercises  should  vary.  Sometimes  let  the 
regular  school  lesson  for  the  day  be  read  or  recited 
from  memory  responsively.  Sometimes  quote  a 
promise,  and  support  it  by  parallel  passages.  Some- 
times quote  several  texts  on  a  specific  subject. 
Always  pray  and  sing.  Let  the  prayer  be  a  model 
of  directness — a  prayer,  and  not  a  report  or  nar- 
rative. 

(3.)  Review  of  the  last  week's  exercise. 

(4.)  Sketches  in  writing  of  a  Sunday-school  lesson 
as  the  pupils  would  teach  it.  These  to  be  taken 
home  and  critically  examined  by  the  teacher. 

(5.)  Normal  Exercise  Proper,  which  should  of 
course  vary  from  time  to  time.  Here  are  several 
proposed  lessons,  each  one  representing  several  ses- 
sions of  the  class  : 

1.)  Recitation  from  a  text-book  or  catechism  on 
"  Sunday-schools,"  '^  Teaching,"  "  Bible  History," 
"Geography,"  etc.,  etc.  This  recitation  and  conver- 
sation to  develop  as  fully  as  possible  the  teaching 
power  of  the  pupils. 

2.)  A  Specimen  Juvenile  Lesson,  in  which  the 
teacher  of  the  Normal  Class  instructs  a  class  of  chil- 
dren. When  they  are  dismissed  the  teacher  examines 
the  Normal  Class  upon  his  method,  to  see  what  they 
observed  and  thought  concerning  it  and  the  principles 
he  endeavored  to  illustrate. 

3.)  A  Practice  Lesson,  in  which  one  of  the  pupils 
teaches  a  juvenile  class,  and  is  afterward  subjected  to 
the  criticism  of  the  other  pupils  and  of  the  Normal- 
Class  teacher. 

4.)  A  Lecture  (followed  by  conversation)  on  princi- 


Sunday- School  [N'ormal  Class.  153 

pies  of  teaching,  Sunda)'-scliool  order,  lesson  prep- 
aration, illustration,  questioning,  etc. 

5.)  A  Preparation  Exercise,  in  which  a  given  lesson 
is  taken  np,  and  the  whole  class  engage  in  acquiring 
a  knowledge  of  its  contents,  and  in  preparing  it  to 
teach  others — to  classes  of  different  grades. 

(6.)  Announcement  of  next  week's  lesson. 

(T!)  Devotional  service.  [Silent  prayer  recom- 
mended.] 

Programmes  for  Ten  Meetings. 

[Preparatory   C/rt55.*] 

Directions  to  the  Conductors. — 1.  Commence 
promptly.  2.  Let  the  Scripture  texts  indicated 
below  form  a  reading  lesson,  to  be  followed  by  sing- 
ing and  prayer.  3.  Drill  the  class  thoroughly  on 
the  four  Scripture  Texts  to  be  committed  to  mem- 
ory. 4.  Take  np  the  Ten  Questions  in  order,  read- 
ing or  reciting  the  answers,  and  adding  such  sug- 
gestions on  each  question  as  may  occur  to  the  class. 
5.  Let  some  one  read  the  Xote  on  Church  and 
Sunday- School.  The  class  may  talk  about  its 
several  propositions.  6.  Four  or  five  times  review 
the  Ten  Questions  to  make  the  class  familiar  with 
them.  7.  This  drill  may  illustrate  the  best  method 
of  training  a  class.  8.  Several  of  the  members  may 
be  induced  to  serve  as  teachers,  each  taking  one  or 
two  of  the  ten  questions. 

*  See  pages  146,  14T. 


154:    Sunday- School  Teachers'  Institute. 


Preparatory  Class.]         TopiC 


[I^h'st  Sessio?i. 


The  Family,   the   Pulpit,    the    Social  Meetings  and   the 

School  of  the  Church  :  their  relatioDS,  and  how  they 

may  be  rendered  mutually  helpful. 


Scripture  Texts. 

[to  be  committed  to  mf.moky.] 

I.  The  Family. 

And  these  words,  which  I  command 
thoe  this  day,  shall  be  in  thine  heart : 

And  thou  shalt  teach  them  diligently 
nnto  thy  children,  and  shalt  talk  of  them 
when  thou  sittest  in  thine  house,  and 
when  thou  walkest  by  the  way,  and  when 
thou  liest  down,  and  when  thou  risest 
up. — Deut.  vi,  6,  7. 


II.  The  Pulpit. 

And  he  said  unto  them.  Go  ye  into  all 
the  world,  and  preach  the  gospel  to  every 
creature.— Mark  xvi,  15. 


III.  The  Social  Meetings. 

Then  they  that  feared  the  Lord  spake 
often  one  to  another:  and  the  Lord 
hearkened,  and  heard  it,  and  a  book  of 
remembi-ance  was  written  before  him 
for  them  that  feared  the  Lord,  and  that 
thought  upon  his  name.— Mal.  iii,  16. 


IV.  The  School. 

Let  the  word  of  Christ  dwell  in  you 
richly  in  all  wisdom;  teaching  and  ad- 
monishing one  another  in  psalms  and 
hymns  and  spiritual  songs,  singing  with 
grace  in  your  hearts  to  the  Lord. — Col 
iii,  16. 


Texts. 

[to    BK    read    IX    THE   CLASS.] 

Dent,  vi,  8,  9.  Prov.  xxll,  6. 

Deut.  iv,  9.  Eph.  vl,  4. 

Deut.  xi,  18-21.         2  Tim.  i,  15. 


Johnxx,  t21.        Rom.  X,  13-15. 
Isa.  Iii,  7,  8.        2  Cor.  v,  17-21. 


Heb.  iU,  12, 13.     Acts  i,  13,  14. 


Epli.  V,  18,  19.    Matt,  xviil,  19, 20. 


Deut.  xxxi,  12,  13.    Jolin  v,  39. 
Nell.  viU,  6-8.         1  Cor.  xil,  27-31. 
Luke  U,  46.  Eph.  iv,  11-16. 


Sunday- School  Normal  Class. 


TEN  QUESTIONS. 


Questions. 

1.  What    peculiar    advantages     as    a 
school  of  religion  does  the  family  pos- 


2.  What  is  the  mission  of  the  pulpit; 


3.  What  are  some  of  the  advantages  of 
social  meetings  for  prayer,  conversation, 
the  narratioQ  of  religious  experience, 
etc.? 

4.  How  may  the  family  aid  in  the  work 
of  the  pulpit  and  of  the  social  raieetings 
of  the  Church  ? 

5.  Howmay  the  family  aid  the  Sunday- 
school  ? 


6.  What   may  the  pulpit  do  for  the 
family  ? 

7.  What  may  the   pulpit  do   for   the 
Sunday-school  ? 


8.  What  may  the  Sunday-school  do  for 
the 


Suggestions. 

1.  T/ieJird  op])ortunity  ;  2.  The  «««- 
cejytibiliti/ o{  childhood  ;  3.  The  love  of 
the  parents  for  the  children  ;  4.  The 
lo've  and  conjidence  of  the  children ; 
5. ;  C. . 

1.  To  proclaim  salvation  ;  2.  To  ^Je?-- 
suade  men  to  accept  it.  3.  To  discuss 
Bible  doctrines  and  enforce  Bible  duties. 

1.  Mutual  instruction.  ;  2.  Mutual 
encouragement  ;  3.  Mutual  affection; 
4.  Co-operation    in    Christian    labor  ; 


1.  By  securing  the  regular  and  punc- 
tual attendance  of  father,  mother,  chil- 
dren, and  servants.  2.  By  insisting  upon 
the  thorough  preparation  of  every 
Sunday-school  lesson  at  horne  during 
the  week  ;  3.  By  the  faithful  daily 
practical  illustration  of  the  religious 
truth  taught  in  Sunday-school ;  4.  By 
cultivating  friendly  social  relations 
with    the    teachers    of    the     school; 

5. ;    6.  ; 

7.  ;  etc.,  etc. 


1. 


2. 


1.  Recognize  it  regularly  in  prayer 
and  announcements ;  2.  Preach  and 
plead  in  behalf  of  the  school ;  3.  Dis- 
cuss the  subjects  taught  in  the  school; 
4. ;  5. . 

1.  Cultivate  a  true  spirit  of  love  and 
obedience  ;  2.  Visit  the  sick  and  poor  to 
minister  aid  and  comfort ;  3.  Send  good 

books  and  papers  ;  4. ; 

5. . 


loG     Sunday- School  Teachers'  Institl'te. 


Questions. 


9.  What  may  the  Suiuiay-achool  do  for 
the  pulpit  ? 


10.  What  may  the   Sunday-school  do 
for  the  social  meetings  of  the  Church? 


ions. 

1.  Croud  the  churcli  to  liear  preaching; 

2.  Inspire  the  preaclier  and  aid  the  serv- 
ice by  heart)/  congregational  flinging  ; 

3.  Adapt  and  appl'/  the  teachings  of 
the  pulpit  to  the  individual  scholars; 
4. . 

1.  Alwnys  recognize  these  meetings  as 
parts  of  the  Church  service  and  work ; 
2.  Urge  teachers  and  scholars  to  attend. 


l^OTE  ON  Church  and  Sunday- School. 

1.  These  ten  questions  are  designed  to  impress  the 
members  of  tlie  class  with  the  fact  that  the  Sunday- 
school  is  not  the  only,  nor  the  most  important  part  of 
the  Church. 

2.  It  is  one  of  the  departments  of  Christian  thought 
and  effort  in  the  Church  of  Christ,  where  old  and 
young  assemble  to  study  the  Holy  Scriptures  that 
they  may  be  wise  unto  salvation. 

3.  It  is  not  a  substitute  for  the  family. 

4.  It  is  not  a  substitute  for  the  pulpit. 

5.  It  is  not  a  substitute  for  the  social  meetinojs  of 
the  Chnrch. 

6.  There  should  be  no  collision  between  it  and  the 
other  departments. 

T.  Each  needs  the  sympathy  and  aid  and  inspira- 
tion of  all  the  rest. 

8.  The  Sunday-school  is  not  an  independency.  It 
is  not  a  Church  by  itself.  Let  the  JS'ormal  Class  be 
trained  in  this  fundamental  principle  at  the  very^ 
beginning  of  their  course. 


Sunday- School  Xokmal  Class. 


15T 


Preparatory  Class?[       Topic 


[^Second  Session. 


The    Organization   and    Management    of   the 
Sunday-  School. 

1,  Brief  Addressed  or  papers  on  tlie  following]: 
topics  :  "  The  value  of  system  in  Clmrcli  matters."" 
"The  relation  of  the  Snnday-scliool  to  tlie  annual 
and  quarterly  conferences  of  the  Methodist  Episcopal 
Church." 

2.  Readings. — Let  some  one  read  the  Sunday- 
school  Constitution  recommended  by  the  General 
Conference,  and  published  in  the  Appendix  to  the 
Discipline. 


Questions. 


Siiggestions. 


1.  What  officers  are  required  in  a  well- 
ordered  school  ? 


2.  What  commiitees  are  required  ? 


3.  What  are  the  principal  difficulties  in 
the  way  of  making  the  order  of  exercises 
in  Sunday-school  harmonious,  agreeable, 
and  profitable  ? 


4.  What  is  a  good  general  order  of  ex- 
ercises for  a  Sunday-school  ? 


1.  Pastor  ;  2.  Superintendent;  3. 
4.  Secretary;  5.  Treasurer;  6. — 
7.  Chorister ;  S. . 


1.  Missionary;  2.  Visitation;  3. 
4.  Normal. 


1.  Want  of  a  plan;  2.  Or  the  plan  not 
understood  by  all;  3.  Want  of  jmnctual- 
ity;  4.  Failure  to  begin  with  perfect  si- 
lence; 5.  Want  of  ability  on  the  j^art  of 
superintendent  to  bring  the  school  to 
perfect  ovk\Qv;  6.  Overvaluing  system  and 
drill.    Forget  to  be  natural  and  simple; 

7. ;   8.  Carelessness  on  part 

of  teachers;  9.  Too  much  speech-making 
bystrangers;  10.  Interruption  by  officers 
of  the  school  during  devotional  exercises: 
11.  Interruption  by  visitors ;  12. . 


I.  Pkepakatoi:y  : 

1.  Teacher's  prayer-meeting ;  2.  Ex- 
change library  books;  3.  Arrange  room; 
4.  School  in  place ;  5.  Preparatory  singing. 


158     Sunday- School  Teachers'  Institute. 


Questions. 


5.  What  are  the  duties  of  a  Sunday- 
school  superintendent  during  the  school 
eession  ? 


ions. 

II.  Introduotorv  : 

1.  Teachers'    and    scholars''    roll-call; 

2.  Silence ;  3.  The  Word  of  God  ;  4.  Sing 
ing  and  prayer. 

III.  Instruction: 

1.  Siloncc;  2.  Prelin  inary  remarks  by 
suiiedntendeiit;  3.  Preliminary  prayer; 
4.  Class  siudy ;  5.  General  review.  (?) 

IV.  Closinu: 

1.  Silence  ;  2.  Eemarks,  (rare  and  brief;) 

3.  Announcements  ;  4.  Disti  ibution  of 
books  and  papers;  5.  General  review;  (?) 
6.  Teachers'  prayer-meeting,  ten  minutes. 

1.  To  conduct  the  g'eneral  extrcises; 
2.  To  supply  classes  with  teachers;  3.  To 
watch  from  the  superintendent's  desk 
how  all  are  engaged  ;  4. . 


[Members  of  the  class  sliould  be  encouraged  to 
take  notes  as  the  conversation  goes  on,  or  as  written 
answers  are  read.] 

4.  Reviews.  (1.)  In  a  series  of  propositions  state 
the  result  of  the  even  inch's  work. 

(2.)  Recall  the  exercises  of  the  previous  meeting. 

5.  Suggestions  may  be  found  in  Inglis  on  "The 
Sunday-School  and  Bible  Teaching,"  House's  "  Sun- 
day-School Hand-Book,"  and  Dr.  Wise's  "  Sunday- 
School  Organization." 

Preparatory  Class?^       TopiC  I  {Third  Session. 

Duties  of  Sunday- School  Teachers  to  the 
Church,  the  Officers  of  the  School,  the  Par- 
ents OF  THEIR  Scholars,  and  to  the  Scholars 
Themselves  in  and  out  of  School. 

1.  Brief  Addresses  or  papers  on  the  following 
topics:  "  The  duties  of  the  teaclier  to  the  officers  of 


tl 


le  Church," 


The  duties  of  the  teacher  in  regard 


Sunday- School  Kormal  Class.  15'J 

to  the  public  and  social  meetings  of  tlie  Cliurcli," 
"What  the  officers  of  the  school  have  a  right  to  ask 
from  the  teachers  by  wa/  of  assistance  and  encour- 
agement." 

2.  Questions  to  be  answered  in  writing  :  "  What 
are  the  duties  of  the  teacher  to  the  parents  of  the 
scholars?"  "What  are  the  duties  of  the  teacher  to 
the  scholars  in  school  ? "  "  What  are  his  duties  to 
them  out  of  school  ?  " 

3.  Experience  of  teachers  may  be  given  orally  or 
in  writing  in  reference  to  any  of  these  points. 

4.  Review  of  the  duties  thus  elicited. 

Preparatory  Class^       TopiCI  \Fouvth  Session, 

How  TO  WIN  AND  RETAIN  THE  ATTENTION    AND    IN- 
TEREST OF  OUR  Scholars. 

1.  Essays  on  "  The  peculiarities  of  childhood 
which  render  this  task  difficult,"  and  "  The  circum- 
stances which  render  this  especially  difficult  in 
Sabbath-school." 

2.  Questions  to  be  answered  in  writing :  "  Why 
is  it  not  proper  to  commence  a  recitation  until  the 
attention  of  the  entire  class  is  secured  ? "  "  Is  it 
proper  to  arrest  attention  by  questions  or  incidents 
not  coimected  with  the  lesson  % " 

3.  Experience  of  teachers  elicited  in  answer  to 
the  questions :  "  Do  you  have  the  attention  of  your 
scholars  ?  "    "  How  do  you  secure  it  ?  "    [See  page  26.] 

4.  A  Specimen  Lesson  taught  by  the  conductor  or 
other  person. 

5.  Eeview  AND  Address  by  the  conductor  of  the 
class  or  other  person. 

11 


I'o)     JSl'xdav-Scjioul  Teachers'  Ix'stitute. 

Preparatory  Ckit^s.^       TopiC :  {Fifth  Session, 

Countries  and  Nations  Mentioned  in  the  Bible. 

1.  Use  ill  tlie  class  a  blackboard  and  "  Our  New 
Sunday-School  Map,  No.  1,  The  Scripture  World."* 

2.  Determine  the  distance,  in  English  miles,  from 
Echatana^  in  Medea,  to  Carthage^  in  Africa,  and  from 
Thebes^  in  Egypt,  to  the  northern  coast  of  the  Black 
Sea. 

3.  Compare  this  area  with  an  equal  area  in  the 
United  States,  to  show  the  class,  by  a  region  with 
which  they  are  familiar,  the  size  of  the  Bible  world. 

4.  As  each  of  the  following  countries  is  named  let 
the  accompanying  Scripture  be  read,  and  let  the  class 
say  whether  the  country  is  in  Europe,  Asia,  or 
Africa : 


Arabia, 

Assyria, 

Ethiopia, 

Gal.  i,  17;  iv,  25. 

Isa.  X,  12. 

AcU?Tiii,  27. 

Macedonia, 

Phenicia, 

Chaldea, 

Acts  XX,  1 . 

Acts  xxi,  1,  2. 

Jer.  XXV,  12. 

Greece, 

Medea, 

Philistia, 

Acts  XX,  2. 

Ezra  vi,  2. 

Psa.  cviii,  9. 

Armenia, 

Canaan, 

India, 

2  Kings  xix,  35-37. 

Gen.  xii,  5. 

-      Esther  i,  1. 

Mesopotamia, 

Spain, 

Egypt, 

Gen.  xxiv,  10. 

Rom.  XV,  24. 

Gen.  xii,  10. 

Italy, 

Persia, 

Asia, 

Acts  xxvii,  1. 

Ezek.  xxxviii,  5, 

Acts  xvi,  6. 

Elam, 

Libya, 

Syria, 

Isa.  xi,  10,  11. 

Acts  ii,  10. 

Gal.  i,  21. 

5.  Again,  divide  the  Bible  world  into  four  dis- 
tricts, and  as  each  of  the  above  countries  is  named 
let  the  class  say  to  which  of  the  districts  it  belongs  : 

*  On  muslin,  size  3x4  feet.  Price,  $5.  Address,  Methodist  Pub- 
lishing House,  805  Broadway,  New  York. 


Sunday- School  Normal  C'lass.  161 

First  Distkict — North  and  east  of  tlie  Euphrates. 
Second    District — Between    the   Euplirates   and 
the  Mediterranean. 

Third  District — South  of  the  Mediterranean. 
Fourth  District— North  of  tlie  Mediterranean. 

6.  These  *'  countries"  have  been  tlie  scene  of  many 
wonderful  events.  Great  nations  liave  there  apj^eared, 
and  they  have  passed  away.  God  has  wrought  out 
til  rough  their  several  histories  one  great  history,  that 
of  redemption.  Among  the  great  nations  of  the 
Bible  are  : 

From  SiiEM,  Hebrews,  Gen.  xiv,  13;  Persians,  Ezra  i,  1 ;  Assyr- 
ians, 2  Kings  xix,  :]5- 

From  Ham,  Ethiopians,  Jer.  xiii,  23 ;  Egyptians,  Exod.  xi,  3 ; 
Canaanites,  Gen.  x,  15-18. 

From  Japhet,  Medes,  Isa.  xiii,  IT;  Grecians,  Joel  iii,  6;  Ro- 
mans, Acts  xvi,  21. 

7.  The  conductor  of  the  class  may  review  the  ex- 
ercise on  the  map. 

8.  As  the  following  names  of  persons  are  given  let 
the  class  state  the  country  or  countries  of  his  birth, 
principal  actions  and  deatli ; 

Cyrus,  Sennacherib,  Belshazzar,         David, 

Job,  Timotheus,  Abram,  Noah, 

Moses,  Goliath,  Pharaoh-Necho. 


Preparatojy  Class.]     Topic :  [Sixtk  2feeting. 

Outlines  of  Bible  IIistoky  and  Chronology. 

[The  Bible  does  not  furnish  us  with  a  complete 
chronological  system.  Calculations  made  by  different 
chronologists  lead  to  different  conclusions.  The  He- 
brew, Samaritan,  and  Septuaghit  versions  differ  from 


162    Sunday  School  Teachers'  Ikstitcte. 

each  other.  Josephns  agrees  nearly  with  the  Septua- 
gint.  Tliese  diftereiices,  however,  are  not  great. 
The  truth  of  Scripture  is  not  affected  by  them. 
Further  critical  research  may  remove  every  difficulty. 
We  shall  fc>llow  substantially  in  our  outlines  the 
chronoloiry  of  Usher — that  emploved  in  the  English 
Bible.] 

1.  Place  on  the  blackboard,  and  fix  in  the  minds 
of  the  class,  fourteen  principal  events  of  Bible 
history. 

1.  Creation,  8.  Division  of  Kingdom, 

2.  Deluge,  9.  Captivity  of  Judah, 

3.  Abram  bom,  10.  Restoration, 

4.  Moses  born,  1 1 .  Birth  of  Jesus, 

5.  Exodus,  12.  Crucifixion, 

6.  Saul  chosen,  1 3.  Paul  martyred, 

7.  Temple  dedicated,  14.  John's  Gospel  written. 

2.  After  having  drilled  the  class  in  this  outline, 
place  on  the  board,  opposite  each  name,  the  date  of 
the  event,  as  follows  : 

1.  Creation,  4004  B.  C.  2.  Deluge,  2348  B.  C.  3.  Abram  boru, 
1996  B.  C.  Moses  born,  1571  B.  C.  5.  The  exodus  of  the  Israelites, 
1491  B.  C.  6.  Saul  chosen  king,  1095  B.  C.  Solomon's  Temple  ded- 
icated, 1005  B.  C.  8.  The  kingdom  divided,  forming  the  two  king- 
doms of  Judah  and  Israel,  975  B.  C.  9,  Captivity  of  Judah,  606  B.  C. 
1 0.  Restoration  under  Cyrus,  536  B.  C.  1 1.  Birth  of  Jesus,  4  or  6  B.  C. 
12.  Cruchixion,  29  or  33  A.  D.  13.  Paul  a  martyr  at  Rome,  66  A,  D. 
14.  St.  John  wrote  liis  Gospel,  101  A.  D. 

3.  Erasing  every  thing  from  the  board,  place  upon 
it  the  dates  alone,  and  let  the  class  give  the  event 
which  transpired  at  each  date. 

4.  From  the  above  outlines  find  answers  to  the  fol- 
lowing questions  : 

(1.)  How  long  after  the  creation,  and  how  long  before  the  birth  of 
Christ,  did  the  deluge  occur  ?     (2.)  How  long  after  the  deluge  was 


Sunday- School  Normal  Class.  1G3 

Abram  bovn?  And  Moses?  (3.)  How  old  was  Moses  at  the  time  of 
the  exodus  ?  (4.)  How  long  after  the  exodus  did  Moses  die  ?  [Forty 
years.]  (5.)  How  long  after  Moses'  death  was  Saul  chosen  king? 
(6.)  How  long  from  the  choice  of  Saul  to  the  division  of  tlie  kingdom  ? 
(7.)  How  long  from  the  division  of  the  kingdom  to  the  captivity  of 
Judah  ?  (8.)  How  long  was  Judah  in  captivity  ?  (!).)  How  long  from 
the  restoration  of  Judah  to  the  birth  of  Jesns  ?  (10.)  How  old  was 
Jesus  at  the  time  of  his  crucifixion?  (11.)  How  long  from  tlie  cruci- 
fixiott  of  Christ  to  the  martyrdom  of  Paul  ?  (12.)  How  long  from  the 
martyrdom  of  Paul  to  the  writing  of  Jolm's  Gospel?  (13.)  How  long 
from  the  exodus  to  the  crucifixion?  (14.)  How  long  from  the  creation 
to  the  writing  of  John's  Gospel? 

5.  The  class  should  be  drilled  thoroughly  on  the 
above  fourteen  events,  fourteen  dates,  and  fourteen 
questions. 

Preparatory  Class.']     TopiC*.         [^Seventh  Meeting. 

Outlines  of  Bible  History. 

I.  Carefully  review  the  fourteen  events,  fourteen 
dates,  and  fourteen  questions  of  the  sixth  meeting. 
[See  March  number  of  the  Journal.] 

II.  Study  the  following  outline  of  Bible  history, 
and  examine  the  Scripture  passages. 

1.  Creation.  4004  B.  C.     Gen.  ii,  1. 

2.  Enoch  translated,  3017  B.  C.     Gen.  v,  24. 

3.  Dehige,  234S  B.  C.     Gen.  vii,  24. 

4.  Confusion  of  tongues,  2234  B.  C.     Gen.  xi,  8,  9. 

5.  Abram  born.  199G  B.  C.     Gen.  xi,  27. 

6.  Joseph  sold  into  Egypt,  1728  B.  C.     Gen.  xxxvii,  28. 

7.  Moses  born,  1571  B.  C.     Exod.  ii,  10. 

8.  Moses  flees  to  Midian,  1531  B.  C.     Exod.  ii,  15. 

9.  Exodus  of  Israel,  1491  B.  C.     Exod.  xii,  51. 

10.  Entrance  into  Canaan,  1451  B.  C.     Josh,  iv,  10.  11. 

11.  Joshua  died,  1443  B.  C.     Josh,  xxiv,  29. 

12.  Saul  chosen  king,  1095  B.  C.     1  Sam.  ix,  17. 

13.  David  made  king,  1055  B.  C.     2  Sam.  ii,  4. 

14.  Solomon  made  king,  1015  B.  C.     1  Kings  ii,  12. 


IG^    Sunday- School  Teachers'  Institute. 

15.  Temple  dodieated,  1005  B.  C.     1  Kings  viii,  12,  13. 

16.  Division  into  two  kingdoms,  975  B.  C.     1  Kings  xii,  19,  21. 

17.  Captivity  of  Israel,  721  B.  C.     2  Kings  xvii,  6. 

18.  Captivity  of  Judui),  606  B.  C.     2  Kings  xxiv,  10-12. 

19.  Restoration  nnder  Cyrns,  536  B.  C.     Ezra  i,  1-4. 

20.  Second  temple  begun,  535  B.  0.     Ezra  iii,  8. 

21.  Ezra  governor,  407  B.  C.     P]zra  vii.  21. 

22.  Nehemiah  governor,  446  B.  C     Neh.  ii,  17,  18. 

23.  Birth  of  Jesiis,  4  or  6  B.  C.     Lnke  i:,  10,  11. 

24.  Cnieilixion,  29  or  33  A.  D.     Matt,  xxvii,  35. 

25.  Saul  of  Tarsus  converted,  34  A.  D.     Acts  ix,  6,  17,  18. 

26.  Paul  martyred,  06  A.  D. 

27.  Titus  destroyed  Jerusalem,  70  A.  D. 

28.  Jolui's  Gospel  written,  97  or  101  A.  D. 

[The  blackboard  iijay  bs  used  in  this  lesson.  A 
general  outline  of  Bible  history  is  all  that  can  be 
studied  in  tliese  brief  exercises.] 

Prejxtratory  Class.']     TopiC  :  [Eighth  medlng. 

Manners  and  Customs  of  Bible  Times. 

[It  is  desirable  in  this  exercise  to  have  pictorial  il- 
lustrations. Our  set  of  diagrams  on  Eastern  Hahita- 
tions,  or  Randolph's  Ohject- Lesson  pictures,  will  be  of 
service.  But  why  not  let  some  one  make  rough 
sketches  on  the  blackboard,  or  on  paper,  to  illustrate 
the  several  facts  ?]  * 

Examine  the  Scripture  passages  indicated,  and  ask, 
What  do  we  understand  hy  thisf  How  does  it  re- 
sernhle  or  differ  from  our  present  modes  ? 

*  The  exercises  of  the  Normal  Class  require  a  competent,  active 
leader.  He  should  examine  tlie  Scripture  passages  at  home  to  see 
that  tliere  is  no  tj'pographical  blunder  in  ti>e  list.  He  sl)ould  give 
each  member  of  the  class  a  slip  of  paper  with  three,  five,  or  more 
passages  indicated  on  it.  "When  a  topic  is  under  consideration,  and 
a  passage  of  Scripture  announced,  let  the  person  holding  it  state  the 
fact  c:)iitained  in  it,  and  then  read  tlie  verse. 


Sunday- School  Normal  Class.  1G5 

1.  Booths.  Gen.  xxxiii,  17;  Job  xxvii,  18;  I.sa.  i,  8;  Lev.  xxiii, 
42,  43;  Xeh.  viii,  16;  Jonah  iv,  5. 

2.  Huts.  Jub  xxiv,  IG;  Ezek.  xii,  5;  xiii,  10,  11;  Matt,  vi,  19; 
vii,  2G,  27. 

3.  Better  houses.  1  Cliron.  xxix,  2 ;  Amos  v,  11;  Gen.  xi,  3 ; 
1  Kings  vi,  15,  10,  32-33;  vii.  8-12;  x,  11-12;  xxii,  39;  Isa.  i.x,  10; 
Amos  iii,  15. 

4.  Windows.  Joshua  ii,  15;  Judges  v,  28;  2  Kings  iv,  10;  ix, 
30-36;    1  Sam.  xix,  12;    Acts  ix,  25. 

5.  Doors.  John  xviii.  16.  17  ;  Dent,  iii,  5;  Judges  xvi.  3  ;  Isa.  xlv, 
2 ;  Dear.  vi.  9. 

6.  Interior  of  house.  Acts  xii.  13.  14;  Judges  iii,  23;  2  Chron. 
xxix,  7,  17;   2  Sam.  xvii.  IS;   Luke  v.  19;   E.^tlier  i,  5;  Luke  xx,  11. 

7.  Roofs.  Joshua  xi.  6;  1  Sam.  ix,  25.  26;  2  Sam.  xi,  2;  Prov. 
xxi,  9;  Neh.  viii,  16;  2  Sam.  xvi,  22;  Isa.  xv.  3;  xxii,  1:  Jer.  xlviii, 
38;  2  Kings  xxiii,  12  ;  Jer.  xix,  13;  Acts  x,  9  ;  Dent,  xxii,  18  ;  Mark 
ii.  4;   Luke  v,  19.. 

8.  Tents.  Gen.  iv,  20;  Exod.  xxvi.  14:  xxxv,  26;  xxxvi.  14; 
Acts  xviii,  3;  Sol.  Song  i,  5;  Gen.  xxiv,  67  ;  Jer.  xliii.  10;  Acts  vii, 
4,  5;   Heb.  xi,  8-10. 

9.  Oaves.  Gen.  xix,  30;  xxv,  9,  10;  Joshua  x,  16;  1  Sam.  xiii.  6; 
Num.  xxiv,  21;  Sol.  Song  11,  14;  Jer.  xllv,  16;  Judges  vi,'  2;  Isa. 
xxxiv,  13-15. 

[The  conductor  may  write  these  passages  on  sepa- 
rate slips  of  paper  and  distribute  them  through  the 
cU\ss.     Tlrls  arrangement  will  save  time.] 


Preparatory  Clas^^     Topic  :  \^Ninth  Meeting. 

Manners  and  Customs  of  Bible  Times. 

# 

[In  this  exercise  the  set  of  diagrams  .entitled 
"  Domestic  Arrangements  of  the  Orientals^^  may  be 
used,  or,  as  suggested  last  month,  rough  sketches  may 
be  made  by  home  artists.'] 

Examine  the  Scripture  indicated  and  ask,  What  do 
we  understand  by  this?  How  does  it  resemhle  or  dif- 
fer from,  our  present  'modes? 


10)6     Sunday- School  Teachers'  Institute. 

1.  Seats  and  postures.     1   Cliron.   xvii,  16:    1  Kings  xviii.  42; 

1  Sara,  i,  9;  1  Kings  ii,  19  ;  Matt.  x.\i,  12;  1  Kings  x,  19.  [Diagrams 
132,  133,  and  134  of  tlie  Worliingmen's  Educational  Union  in  our 
Collection  represent  Oriental  postures,  and  Assyrian  and  Egyptian 
thrones,  sofas,  pleasure  cliair,  stools,  etc.] 

2.  Tables,  eating,  etc.     [Diagrams  135,  136,  137.]     Mark  vii,  3; 

2  Kings  iii,  11;  Gen.  xviii,  8;  John  iv,  9;  Matt,  ix,  11;  Acts  xi,  3; 
fren.  xliii,  34;  Amos  vi,  4-7;  Esther  1,  5-7;  John  xii,  3;  xiii,  25; 
Ruth  ii,  14;  Matt,  xxvi,  23;   John  xiii,  26:   Gen.  xviii,  6.  I 

3.  Beds.  [Diagram  138]  Gen.  xxviii,  11;  Exod.  xxii,  26,  27; 
Mark  ii,  9;  John  v,  10;  Deut.  iii,  11;  Psa.  cxxi,  6:  Job  xxix,  3. 
[See  diagram  138,  No.  3.] 

4.  Grinding  corn.  Exod.  xi,  5;  Judges  xvi,  21  ;  Matt,  xxiv,  41. 
[Diagram  139.]     Eccl.  xii,  4. 

5.  Lamps  and  oven.  [Diagram  140.]  John  xviii,  3;  1  Sam.  iii, 
3;  Judges  vii,  16-20  ;  Matt,  xxv,  1,  3,  4,  7  ;  Lam.  v,  10 ;  Mai.  iv,  1 ; 
Matt,  vi,  30  ;   Luke  xii,  28. 

6.  Water  and  wine  skins.  Joshua  ix,  4-13 ;  Mai;t.  ix,  17 ;  Job 
xxxii,  19;   Psa.  cxix,  83;   Psa.  ivi,  8;   Judges  iv,  19. 

7.  Articles  and  customs  of  dress.  Gen.  iii,  21;  Prov.  xxxi,  13, 
22;  Luke  xvi,  19;  Judges  viii,  26;  Gen.  xxxvii,  3,  4;  Psa.  xlv,  13, 
14;  Deut.  xxiv,  13;  Ruth  iii,  15;  Exod.  xii,  34;  Luke  vi,  29;  John 
xix,  23;  Gen.  xxvii,  15;  Luke  xv,  22;  Matt,  xxi,  8;  Job  xvi,  15; 
Joel  i,  8;  Num.  xv,  38;  Matt,  ix,  20;  Matt,  xxiii,  5;  Prov.  xxxi,  24; 
Isa.  V,  27  ;  1  Pet.  i,  13;  [for  a  description  of  the  finery  of  tlie  Jewisli 
women  see  Isa.  iii,   18-23;]   Isa.  iii,  21;    1  Cor.  xi,  15;    1  Pet.  iii,  3; 

1  Tim.  ii,  9;  Psa.  Ixxv,  5;  2  Kings  ix,  30  ;  1  Cor.  xi,  14, 15  ;  2  Sam. 
xiv,  25,  26;  xviii,  9;   Job  i,  20;   Ezra  ix,  3  ;    Exod.  iii,  5;   Josh,  v,  15; 

2  Sam.  i,  10;  Esther  iii,  10;  Dan.  vi,  17;  Isa.  iii,  18;  Gen.  xxxvii, 
29,  34;  Job  i,  20  ;•  Matt,  xxvi,  65;  Acts  xiv,  i4 ;  Gen.  xlv,  22; 
Psa.  xlv,  8. 

Preparatoi^y  Class.']     Topic:  [Tenth  Meeting. 

Manners  and  Customs  of  Bible  Times. 

[Examine  the  Scripture  passages  indicated.  Ask, 
What  do  we  understand  hy  this  ?  How  docs  it  resein- 
He  or  differ  from  our  'present  modes  f] 

1.  Traveling.  In  companies.  Luke  ii,  42-44.  Inns.  Gen.  xliii, 
21;  Luke  ii,  7.  Courtesies.  Gen.  xviii,  1-8;  Heb.  xiii,  2;  Matt, 
xxv,  35 ;    1  Peter  iv,  9.     Mode  of  travel.     2  Kings  iv,  22-25 ;    Acts 


Sunday- School  Xormal  Class.  IGT 

viii,  28  ;   xxi,  15  ;   [What  does  "carriage  "  in  this  verse  mean?]     Gen. 
xxiv,  61-64. 

2.  Visiting.  Gen.  xviii,  4;  xix,  2 ;  xxiv,  32;  Lukevii,  44;  John 
xiii,  4,  5. 

3.  Agriculture,  etc.  Gen.  iv,  2;  xiv,  14;  xxi,  25;  xxvi,  15; 
Exod.  iii,  1,  2  ;  1  Sam.  xi,  5;  Psa.  xxiii ;  John  x,  3,  4;  Gen.  xxiv, 
20;  xxix,  9;  Josli.  iii,  15;  1  Chron.  xii,  15;  Eecl.  xi,  1;  Isa.  xxxii, 
20;  2  Chnm.  xxvi,  10;  Dent,  xi,  10  ;  xxii,  9 ;  Jobxxxix,  10;  1  Sam. 
viii,  12;  xiv,  14;  Amos  vi,  12;  1  Kings  xix,  19;  Judges  iii,  31; 
Exod.  ix,  31,32;  Isa.  xxviii,  24-29 ;  Joel  iii,  13;  Rntli  ii,  15;  Judges 
XV,  5;  Psa.  cxxvi,  6;  Lev.  xxiii,  22;  Isa.  xxviii,  28;  Hosea  x,  11; 
Judges  vi,  11 ;  Gen.  1,  10 ;  Matt,  iii,  11,  12  ;  Psa.  cxliv,  13  ;  Joel  i,  17  ; 
Lul<e  xii,  18;  1  Cliron.  xxvii,  25;  Jer.  xii,  8;  Matt,  xxi,  33;  Isa.  v, 
2 ;  Psa.  Ixxx,  9 ;  2  Kings  xxv,  12;  Isa.  i,  8  ;  Jer.  vi,  9  ;  Neb.  xiii.  15 ; 
V,  11  ;    1  Sam.  viii,  14. 

4.  Commerce,  Manufactures,  etc.  Isa.  xliv,  12;  liv,  16;  xii, 
7  ;  Matt,  xiii,  55  ;  1  Chron.  iv,  21  ;  Jer.  xviii,  2 ;  Job  vii,  6  ;  2  Chron. 
ii,  7,  13;  Xeli.  xiii,  16;  1  Sam.  xxi,  3;  Acts  ix,  43;  xix,  24;  2  Tim. 
iv,  14;  Acts  xviii,  3  ;  xvi,  14;  Matt,  iv,  21 ;  Gen.  xxx\ii,  28  ;  1  Kings 
xxii,  48;  ix,  26;  x,  21,  22,  28,  29;  2  Chron.  viii,  17,  18;  Gen.  xxiii, 
16;  Matt,  xx,  9;  ix,  9  :  Mark  ii,  14;  Matt,  xiii,  45,  46;  xxv,  16,  17; 
Jonah  i,  5;  Acts  xxvii,  12,  16,  17,  20,  40;   xxviii,  11. 

5.  Weddings.  Let  one  of  the  class  read  from  Manners  and  Cus- 
toms of  the  JtiL.s  the  account  of  mnrriages,  pages  126-131. 

6.  Funerals.  Read  from  the  same  book  the  account  of  funerals, 
pages  134-141. 


VI. 
THE  NORMAL  CLASS  TEACHER. 


1.  The  position  of  Normal  Class  teachers  is  weighty 
with  responsibility.  It  may  affect  for  the  time  being 
comparatively  few  persons,  but  these  persons  are 
to  wield  a  wide  and  ever-widening  influence.  They 
are  to  instruct  childhood  and  manhood.  In  the 
course  of  twenty   years  of  Sunday-school    teaching 


1G8 

probably  not  less  tl^an  one  linndrecl  persons  will 
receive  the  impress  of  each  one  of  these  normal 
pnpils.  Like  master  like  scholar.  By  voice  and  gait 
and  style  of  utterance,  and  above  all  by  the  prevail- 
ing spirit  of  his  life,  will  the  teacher  perpetnally 
affect  the  character  of  his  pnpils.  How  important 
that  he  feel  the  sacredness  of  his  place  and  work  ! 

2.  He  needs  primarily  an  intense  devotion  to 
Christ.  The  |X)lish  of  the  scholar,  the  tact  of  the 
teacher,  will  never  serve  as  a  snbstitnte  for  the  faith, 
love,  and  zeal  of  personal  religious  life.  Therefore  the 
first  step  for  him  to  take  is  tow^ard  the  cross,  where 
he  may  bow  reverently  before  the  Lord  and  seek  the 
light  and  power  of  the  Holy  Spirit. 

3.  The  teacher  of  this  class  must  be  a  teachable 
man.  One  man  cannot  know  every  tiling  about  any 
one  work.  Be  he  ever  so  well  vereed  in  it,  he  may 
almost  any  day  iind  some  passer-by,  or  some  well- 
known  neiglibor,  w^ho  is  able  to  offer  a  suggestion  to 
liini  which,  kindly  received  and  candidly  tested,  may 
serve  him  a  good  purpose.  So,  too,  the  magazines  and 
papers  and  books  which  so  abound  in  the  departinent 
of  Sunday-school  effort  may  give  him  a  great  many 
helpful  hints,  even  though  he  be  himself  a  guide  and 
a  standard  to  many. 

4.  The  intelligence  and  enthusiasm  with  which  tl-e 
secular  educators  of  the  day  prosecute  their  favorite 
calling,  render  it  profitable  for  ministers  and  other 
teachers  of  religion  to  read  the  literature  and  witness 
the  work  of  this  large  class  of  professional  people. 
Our  Kormal  Class  teacher  should  attend  public  school 
institutes,  visit  secular  and  especially  normal  schools, 
and  by  canvassing  the  true  method  of  education  see 
liow  he  may  employ  them,  and  aid  his  pupils  in  em- 


Sunday-  School  Normal  Class.  101) 

ploying  them,  for  God's  glory  in  tlie  nobler  and 
broader  work  of  culture  to  which  he  is  called. 

5.  The  ^Normal  Class  teacher  should  feel  that  his 
work  tills  his  whole  life.  Jt  is  his  profession,  and  is 
not  less  so  on  a  week-day  than  on  the  Sabbath.  The 
week  is  full  of  its  thought  and  planning  and  prayer. 
His  business  liabits  are  modified  by  it.  He  remem- 
bers his  class  every  day,  and  welcomes  them  as 
friends  whom  he  is  glad  to  reach  with  his  loving  pur- 
pose even  in  mid-week.  The  steady  under-current  of 
his  life  is  in  the  direction  of  Sabbath  duties  and  Bible 
teaching.  In  all  this  unity  and  constancy  of  aim 
there  is  immense  educating  influence.  His  mental 
force  involuntarily  and  habitually  tends  toward  his 
one  work,  and  thus  is  itself  intensified,  while  it  tends 
to  render  the  work  less  laborious  and  more  of  a 
success  and  a  delight.  Such  perpetual  purpose  and 
passion  in  a  man's  life  are  worth  more,  in  an  intel- 
lectual w^ay  even,  than  a  score  of  aimless  yeai*s  spent 
in  the  very  midst  of  literary  opportunities.  Such 
professional  intensity  we  strongly  commend  to  our 
Normal  Class  instructor. 

G.  We  have  said  little  on  the  subject  of  teaching 
in  this  treatise.  It  has  not  fallen  in  oar  way  to  do  so. 
We  now,  however,  bring  our  little  volume  to  a  close 
by  reminding  the  teacher  that  to  niake  true  teachers 
of  his.  pupils  he  must  understand  precisely  what 
teaching  is,  and  must  train  his  scholars  by  his  own 
theory,  example,  and  Iiabit.  Teaching  is  a  quicken- 
ing operation.  It  is  not  giving  to  other  minds  the 
knawledge  they  lack,  but  ratlier  setting  them  at 
work  to  desire,  demand,  and  themselves  appropriate 
knowledge.  It  seems  not  knowledge  so  much  as 
strength.     It  gives  a  man  as  its  best  result  not  merely 


170      Sunday- School  Teachers'  Institute. 

strength  that  comes  from  knowing,  but  the  strength 
of  knowing  how  to  know.  So  train  yonr  pupils  that 
thej  may  be  quickeners  of  others,  and  thus  cause 
minds  consecrated  to  God  togrow^  and  attain  wisdom 
and  wield  influence  for  all  time  and  through  all 
eternity  ! 


APPEE^DIX. 


1.  The  Rev.  D.  P.  Kidder,  D.D.,  (Proil'ssor  in  Drew  Theological 
Seminary,)  in  1847,  then  the  Corresponding  Secretary  of  the  Sunday- 
School  Union  of  the  Methodist  Episcopal  Church,  in  his  annual  report, 
made  the  following  plea  in  behalf  of 

NORMAL  SUNDAY-SCHOOLS. 

In  addition  to  the  means  hitherto  employed  to  advance  this  cause, 
we  think  it  time  to  ask  whether  a  system  of  Normal  Sabbath-school 
instruction  may  not  be  established.  Schools  thus  designated  liuve 
been  founded  by  several  States  of  this  Repubhc,  for  the  express  pur- 
pose of  training  and  qualifying  teachers  for  common  schools. 

Besides  the  regular  institutions  founded  and  supported  by  the  States, 
voluntary  organizations,  called  "Teachers'  Institutes,"  have  been 
formed,  with  a  kindred  object,  in  many  of  the  counties,  especially  of 
the  State  of  New  York.  At  these  Institutes,  which  are  only  of  brief 
duration,  the  time  is  devoted  to  mutual  improvement  by  meaiis  of 
lectures,  reviews,  examinations  in  different  branches  of  study,  and 
explanations  of  different  modes  of  teaching  and  governing.  Such 
meetings  of  teachers,  if  judiciously  conducted,  can  hardly  fail  to  be 
profitable ;  and  they  give  occasion  to  ask  why  Sundaj^-school  teachers 
may  not  have  similar  means  of  improvement?  Perhaps  a  basis  for 
them  is  already  established  in  our  district  Sunday-school  conventions, 
and  in  the  courses  of  lectures  often  delivered  to  Sunday-school  teachers. 

Why  may  not  these  be  rendered  more  practical,  and  consequently 
more  interesting?  Even  if  all  the  teachers  of  a  district  could  not  meet 
during  a  sufficient  length  of  time  to  take  a  complete  series  of  lessons 
on  the  best  methods  of  Sunday-school  instruction,  those  who  could,  if 
representatives  of  the  different  schools,  might  return  and  impart  the 
knowledge  they  had  received  to  their  several  associates.  In  cities, 
if  the  spirit  of  the  enterprise  sufficiently  prevailed,  Normal  classes  of 
Sunday-school  teachers  might  be  organized  whenever  the  services  of  a 
competent  person  could  be  secured  to  conduct  them.     Who  can  tell 


172      Sunday-School  Teachers'  Institute. 

• 

wliat  an  amount  of  oood  ini-rlit  be  accomplislied  were  some  dozens  of 
our  most  successful  and  competent  laborers  in  our  Sunday-schools  to 
devote  a  portion  of  their  time,  annually,  to  training  teachers  on  the  plan 
now  suggested?  Could  they  succeed,  by  such  means,  in  elevating  the 
general  character  of  Sunday-school  instruction;  could  they  give  a  new 
impetus  to  one  of  the  greatest  benevolent  movements  of  the  age;  could 
they,  by  moving  upon  the  minds  of  some  hundreds  of  teachers,  influence 
the  hearts  and  character  of  thousands  of  children,  would  thej"-  regret 
any  sacritiees  necessary  to  accomplish  such  glorious  ends  ? 

The  following  year  he  again  referred  to  the  subject  as  follows: 
The  proposal  of  normal  instruction  for  Sunday-school  teachers  was 
suggested  in  our  hist  report.  We  confess,  however,  that  we  fear  the 
day  is  distant  when  the  Church  will  take  as  high  ground  on  this  sub- 
ject as  that  assumed  by  several  States  of  the  Union,  namely,  that  in 
order  to  promote  general  education  most  effectually,  institutions  nnist 
be  provided  for  the  special  instruction  of  teachers. 

THE  LONDON  SUNDAY-SCHOOL  UNION  NORMAL  CLASS. 

In  1859  the  Committee  of  the  Sunday-School  Union  commenced  a 
"  Normal  Class  for  the  Training  and  Preparation  of  Sunday-School 
Teachers,"  in  which  a  course  of  training  in  the  theory  and  praciice  of 
teaching  should  be  combined  with  special  preparation  of  Sunday- 
school  lessons,  so  as  to  embrace  in  one  class  the  objects  which  have 
hitherto  been  attained  by  two  distinct  organizations. 

A  circular  was  accordingly  prepared,  and  sent  to  the  officers  and 
teachers  of  the  London  schools,  accompanied  by  tiie  following 

PROGIIAMAIE. 

Sept.  2L  Preliminary  Meeting — Tea  at  half  past  six  o'clock. 
Charge,  sixpence  each.  At  half  past  seven  o'clock,  two  addresses: 
L  "Preparation:  its  Place,  Power,  and  Use."  Mr.  Watson.  2.  "The 
Art  of  Teaching:  its  Necessity  and  Application  to  the  work  of  tho 
Sunday-School."     Mr.  Hartley. 

Sept.  28.  Lecture — "Pre-requisites  for  Successful  Teaching."  Mr, 
Hassell. 

Oct.  5.  PREPAR.4TI0N  Class — Information  on  Geography,  History, 
etc.,  contributed  by  Members  of  the  Class.  Sketch  of  lesson  at  close, 
fifteen  minutes.  Subject:  '"Manasseli's  Crime  and  Repentance." 
2  Kings  xxi,  1-16.     Conducted  by  Rev.  J.  F.  Serjeant. 

Oct.  12.  Two  Model  Lessons — Infant  and  Scripture  Classes.  Sub- 
ject:  "  Paul  at  Athens  and  Corinth."  Acts  xvii.  10-31.     Mr.  Bailey. 


ArrEXDix.  173 

Oct.  19.  Practice Lessox — Infant  Class.  Subject:  "The  Reign  of 
Josiali."  2  Chron.  xxxiv,  1-28.     By  a  Member  of  tl>e  Class. 

Oct.  2G.  Sketches  of  Lessons — For  Infant,  Elementary,  Scripture, 
and  Senior  Classep,  fifteen  n  inutes  each.  By  Four  Members  of  tiie 
Class.     Subject:   -'The  Way  of  Life— Holiness."  Pliil.  iii. 

Xov.  2.  Preparation  Class — As  October  5.  Subj(ct:  '-Paul  at 
Kphesus."  Acts  xix.     Conducted  by  Rev.  J.  F.  Serjeant. 

Nov.  9.  Lecture — "Recent  Di.scoveries  in  the  East;  iheir  Relation 
to  the  Bible."     Mr.  J.  T.  Cox. 

Nov.  16.  Practice  Lessons — Elementary  Class.  Subject:  '-Paul 
a  Prisoner. "  Acts  xxiii.     By  a  Member  of  the  Class. 

Nov.  2H.  Essay — "  On  Addresses  and  Devotional  Exercises  in 
Sunday-Schools:"  illustrated  by  an  Address  to  Children.     'Mr.  Meen. 

Xov.  30.  Practice  Lesson — Scripture  Class.  Subject:  ''Paul's 
Defense  of  Himself."  Acts  xxv,  xxvi.     By  a  Member  of  the  Class. 

Dec.  7.  Preparation  Class — As  October  5,  Subject:  "The  Re- 
turn from  Captivity."  Ezra  i,  iii. 

Dec.  14.  Sketches  of  Addresses  to  Children — Fifteen  minutes 
each.     By  Three  Members  of  tiie  Class. 

Dec.  21.  Lecture — -'Sunday-School  Psalmody,"  with  Vocal  Illus- 
trations. 

To  commence  each  evening  at  half  past  seven  o'clock. 

Each  lesson  will  be  given  to  a  class  of  children,  who  will  be  dismissed 
immediately  on  its  termination. 

At  the  close  of  the  "Model*  Lessons"  members  are  at  liberty  to 
ask  for  information  or  explanation.  At  the  close  of  the  "Practice 
Lessons"  members  may  criticise  and  comment  on  the  performance. 

Rev.  Dr.  Robert  Steel,  in  his  work  on  ••Tiie  Christian  Teacher  in 
Sunday-Schools,"  devotes  a  chapter  to  "The  Teachers'  College,"  in 
which  he  recognizes  the  work  already  accomplished  in  this  direction 
in  America.  .  "\^^e  make  copious  extracts: 

How  can  Sabbath-school  teachers  have  the  means  or  the  leisure  to 
enter  on  a  proper  course  of  instruction  ?  We  are  prepared  to  meet 
these  important  and  practical  queries.  No  costly  apparatus  is  requisite. 
A  church  or  school  of  moderate  size  is  quite  sufficient.  The  clerical 
talent  in  any  town  is  capable  of  giving  systematic  instruction  in  most 
of  the  branches  of  sacred  science  indicated  already.     Ministers  have 

*  The  word  "  Model "  has  since  been  di.spensed  with,  as  it  has  led  to  considerable 
misapprehension. 


174:         SUXDAY-SciiUOL  TkACHEKS'  INSTITUTE. 

tliomselves  gone  over  the  same  fields  of  study.  Tiiey  require  to  keep 
themselves  abreast  of  the  ag-e,  and  may,  therefore,  be  supposed  to  be 
equipped  for  the  duty.  Besides,  it  would  tend  to  keep  up  their  studious 
pursuits  in  those  subjects  of  such  importance.  It  would  react  on 
their  ordinary  studies,  and,  perhaps,  tend  to  give  a  new  zest  and 
animation  to  all  their  work.  For  the  more  practical  and  illustrative 
instruction  some  one  minister  may  have  superior  qualitications,  or, 
lailing  such,  distinguished  teachers  of  day-schools,  or  inspectors  of 
sciiools  who  are  Clu-istian  men,  might  be  found  to  render  very  effective 
service.  The  expeme  of  the  college  lor  Sunday-school  teachers  would, 
therefore,  be  very  small.  The  time  required  must  agree  with  the 
ordinary  avocations  and  little  leisure  of  most  who  engage  in  Sabbath- 
school  instruction.  We  cannot  be  exacting.  We  must  proceed  slowly 
yet  surely.  What  we  would  propose,  then,  would  be,  that  one  hour 
a  week,  for  twenty-one  weeks  of  the  winter  season,  be  given  to  a  class 
in  the  college.  In  the  course  of  three  winters  a  considerable  amount 
of  work  could  be  done,  and  the  teachers  would  reap  great  profit.  We 
will  indicate  such  a  course : 

THE  FIllST  YEAR  THERE  MIGHT  BE  TWENTY- ONE 
LECTURES,  AS  FOLLOWS: 

I.  Six  on  "Jewish  Antiquities,"  1.  The  Ploly  Land.  2.  The  Cities. 
3.  The  History  of  the  People.  4,  Civil  and  Political  Institutions. 
5.  Social  and  ])omestic  Economy.     6.  Occupations  of  the  People. 

II.  Six  on  '  Systematic  Theology  "  Comprehending  the  Doctrine 
relating  to  God  the  Father,  the  Son,  and  the  Holy  Ghost. 

III.  Six  on  the  "  Evidences  of  Christianity."  1.  The  Genuineness 
and  Authenticity  of  the  New  Testament.  2.  Miracles.  3.  The  Fulfill- 
ment of  Prophecy.  4.  The  Moral  Influence  of  Christianity.  5.  The 
Experimental  Evidence.     G.  Inspiration. 

IV.  Three  on  the  "Art  of  Teaching,"  with  an  Illustrative  Class. 

THE  SECOND  YEAR.     TWENTY^- ONE  LECTURES. 

I.  Six  on  the  "Jewish  Church  and  its  Ministry."  1.  The  Patriarchal 
Dispensation.  2.  The  Exodus.  3.  The  Tabernable  and  Temple,  and 
their  Ministers.  4.  Sacrifices  and  Festivals.  5.  The  Schools  of  the 
Prophets.     6.  The  Development  ot  the  Messianic  Doctrine. 

II.  Six  on  "Systematic  Theology,"  including  Doctrines  relating  to 
Man. 

HI.  Six'on  the  "History  of  the  Christian  Church."  1.  Christ  and 
the  Apostles.      2.    The  Apostolical   Fathers   and   the   Niceue   Age. 


Appendix.  175 

3.  The  Middle  Ages.     4.  The  Reformers.     5.  The  Puritans.     6.  Mod- 
ern Revivals. 
IV.  Tliree  on  the  "Art  of  Teaching,"  with  an  Illustrative  Class. 

THE  THIRD  YEAR.     TWENTY-ONE  LECTURES. 

I.  Six  on  the  "  Interpretation  of  Scripture."  1.  The  Canon  of  Script- 
ure. 2.  Unity  of  Revelation.  3.  Rules  of  Interpretation.  4.  Types 
and  Symbols.     5.  Prophecy.     6.  Difficulties  of  Scripture. 

II.  Six  on  "Systematic  Theology,"  including  the  Doctrines  relating 
to  Redemption. 

III.  Six  on  the  "History  of  a  Particular  Church." 

IV.  Three  on  the  "Art  of  Teaching,"  with  an  Illustrative  Class. 

By  this  scheme  the  work  of  instruction  could  he  divided  among  dif- 
ferent clergymen,  none  of  whom  would  have  more  than  six  lectures  in 
a  winter.  If  there  were  three  in  a  town,  the  labor  would  not  be  ex- 
cessive, and  if  more,  th.ere  would  be  greater  choice  of  more  suitable 
lecturers.  In  the  course  of  three  years,  sketched  above,  one  might 
take  tlie  Systematic  Theology  all  through,  while  different  persons  might 
take  the  others.  The  lecture  need  not  be  more  than  an  hour  in  length, 
and  if  an  additional  half  hour  were  required  it  would  not  be  grudged. 
But  if  the  half  hour  could  be  spent  in  oral  examination  on  the  previous 
lecture  it  would  be  found  of  great  benefit. 

It  is  scarcely  to  be  expected  that  all  Sabbath-school  teachers  could 
attend;  but  some  who  are  not  at  the  time  engaged  in  teacliing  might 
be  present.  If  the  half,  or  even  the  third,  of  the  teachers  in  a  school 
attended  such  a  course  of  instruction,  their  profiting  would  appear 
to  all  their  fellow-laborers,  and  would  tend  to  elevate  and  improve 
the  others.  We  remember  well,  when  the  late  Dr.  Chalmers  gave  a 
few  lectures  to  his  theological  students  on  the  "  History  of  Speculative 
Philosophy  of  the  Nineteenth  Century,"  which  has  been  published  by 
J.  D.  Morell,  LL.D.,  he  remarked,  that  if  he  could  only  interest  four 
out  of  two  hundred  students  who  heard  him  in  tlie  studies  suggested 
by  his  lectures,  he  felt  assured  their  influence  would  tell  on  all  the  rest. 
So  would  it  be  were  only  a  few  of  the  teachers  of  a  school  attending  the 
course  in  the  college — their  influence  would  affect  all,  and  many  would 
be  excited  to  study  and  to  improve.  If  the  teachers  of  six  schools 
in  a  town  thus  combined  there  might  be  a  class  of  twenty-five,  or  even 
fifty.  Many  a  learned  professor  has  been  sustained  in  splendid  build- 
ings to  instruct  a  smaller  class. 

Sometliing  such  as  has  been  indicated  above  has  been  in  operation 
for  several  years — since  18G2 — in  connection  with  the  Sunday-School 

]2 


1T<)      IS L>: DAY- School  Teaciieks'  Institlte. 

Union  ill  London.  It  is  CMlled  the  Sunday-School  Union  Normal  Colle<>e, 
with  a  president  and  secretary.  There  are  regular  classes  kept  up 
weekly  during  the  winter  months  from  October  to  April.  One  is  called 
the  Educational  class,  wlucli  meets  fortnightly— the  object  of  this  is  to 
sludy  the  principles  and  art  of  teaching.  There  is  also  a  Biblical  Litera- 
ture class,  which  engages  in  the  study  cf  tlie  Bible  and  its  interpreta- 
tion. During  one  session  the  following  were  the  subjects  of  lectures 
in  the  Educational  class: 

J.  Tie  Sunday-school,  past,  present,  and  future.  Tlie  teaclier's 
work,  and  the  qnalitications  necessary  t)  insure  success.  Tlie  nature 
of  a  child's  intellectual  and  moral  growth  considered  in  relation  to  the 
Sunday-school. 

IL  Tiie  cliaracteristics  Of  childhood  considered  in  relation  to  tlie 
work  of  the  Sabbath-school,  and  practical  hints  for  the  young  teachers. 
Points  to  be  enlarged  upon.  The  love  of  activity;  its  use  and  abuse. 
The  love  of  knowledge;  its  design  and  importance.  The  susceptibility 
of  children  to  sympathy;  its  power  and  importance.  The  readiness 
with  which  habits  are  formed. 

IIL  The  characteristics  of  childliood,  (continued.)  Points  to  be  con- 
sidered. The  love  of  approbation ;  rules  for  its  cultivation  and  control. 
The  want  of  attention.  Rules  for  the  cultivation  of  attention  and 
memory. 

IV.  The  twofold  work  of  the  Sunday-school  teacher,  namely,  to 
educate  and  instruct.  The  difference  in  these,  and  what  will  accom- 
plish the  end  in  view.  Examples  of  tlie  fnilures  of  teacliers  in  this 
respect.     Practical  hints  and  rules  for  tlie  young  teacher. 

V.  On  the  subjects  of  instruction  suited  to  the  moral  and  intellectual 
development  of  a  child.  Moral  instruction;  its  place  and  importance. 
Method  of  developing  moral  ideas.  lUustrative  teaching;  when  it 
ought  to  be  \ised.     Method  of  conducting  it. 

VI.  The  same  subject  continued.  Parabolic  teaching;  its  importance ; 
what  age  ic  is  most  fitted  for.  Methods  of  working  out  parables. 
Doctrines ;  their  importance  and  place.     Methods  of  dealing  with  them. 

VIL  The  importance  of  graduating  the  subjects  of  instruction  to  suit 
the  age  of  the  cliildren. 

VIII.  The  different  modes  of  communicating  religious  instruction. 
The  importance  of  making  the  children  active  agents,  not  mere  passive 
receivers.  Illustrations  of  the  different  modes  exemplified  in  dealing 
with  some  of  the  '*  Union  Lessons."    Value  of  Aarious  methods  tested. 

IX.  The  importance  of  careful  preparation  of  the  lesson  to  be  taught. 
Aids  to  preparation.  The  proper  use  of  the  LTnion  notes.  Illustra- 
tions of  sketches  for  the  teacher's  use. 


Appendix.  l 


I  i 


X.  On  the  art  of  questioning;.  The  value  of  good  quesiions.  Dif- 
ferent sorts  of  questions.  The  vahie  of  each  tested.  Rules  for  the 
formation  of  questions.  Examples  of  the  application  of  lessons  ques- 
tioned our. 

XI.  On  the  government  of  children  in  general,  and  of  the  Sundny- 
school  in  particular.  Different  modes  of  government;  which  most 
suited  to  children  of  different  ages  and  different  characters. 

XII.  On  rewards  and  punishments  in  general,  and  the  Sundny- 
school  in  particular.  The  use  and  abuse  of  rewards.  The  insufficient 
nature  of  the  punishments.  The  importance  of  a  sound  judgment  in 
these  matters. 

XIII.  The  teacher  out  of  school.  How  he  may  influence  his  chil- 
dren for  good.  The  connection  between  school  and  home.  Plans  for 
influencing  the  home  of  the  scholars. 

XIY.  The  missing  link  in  our  Sunday-school  system.  How  to  sup- 
ply this.  Success  of  senior  classes;  yet  more  efforts  needed  to  make 
the  school  a  nursery  for  the  Church.  Plans.  A  general  review  of  the 
previous  lectures. 

During  the  same  j'^ear,  or  session,  the  following  course  of  lectures 
were  delivered  to  the  class  o^ Biblical  Literature: 

I.  Palestine,  its  geographical  position,  limited  extent,  central  situa- 
tion, and  natural  boundaries.  A  laud  of  mountains,  hills,  and  caverns. 
Historical  results.     Scripture  allusions. 

II.  Palestine  and  Egypt,  a  contrast.  Moses'  description.  The 
goodly  land.  The  Jordan  and  its  tributaries.  The  valley  of  the 
Jordan.  Lakes  and  seaboard.  The  Kishon  and  the  Kedron.  Wells, 
and  their  importance.     Scripture  allusions. 

III.  Climate;  on  what  its  varieties  depend.  Causes  which  modify 
it.  Illustrations.  Climate  of  Palestine;  its  remarkable  peculiarities. 
Bearing  of  this  fact  on  Scripture  imagery.  Past  and  present  relation 
of  climate  to  vegetation.  Distribution  of  vegetable  life.  Vegetation 
of  Palestine ;  general  features. 

lY.  Yegetation  of  Palestine,  (continued.)  Historic  trees.  Scripture 
allusions.  Flowers  of  Palestine.  Dependence  of  animal  on  vegetable 
life.  Ancient  fauna  of  Palestine;  quadrupeds,  birds,  reptiles,  fishes, 
insects. 

Y.  Pearliest  inhabitants.  Patriarchal  age.  Division  of  the  land 
by  Joshua.  Allotments  of  the  tribes.  The  kingdom  under  David 
and  Solomon.  Its  subsequent  re-division.  Cities.  Yillages.  New 
Testament  localities. 

YI.  Eastern    and    Western    homes.      Jewish    dwellings.      Tents. 


178      Sunday- School  Teachers'  Institute. 

Houses.  Forms  and  construction  of  liouses,  doors,  and  windows. 
Scripture  allusions.  Furniture — tables,  seats.  Modes  of  warming 
and  lighting.     Beds  and  couches. 

VII.  Jewish  costume.  Ornaments  and  jewels.  Amenities  of  social 
life.  Modes  of  salutation.  Food.  Entertainment  of  friends.  Rites 
of  hospitality. 

VIII.  Occupation  of  the  Jews.  Shepherd  life ;  influence  on  national 
character;  Jiow  far  maintained  by  Jews.  Jewish  agriculture.  Culti- 
vated products  of  the  country.     Agricultural  implements.     Irrigation. 

IX.  The  Jewish  seasons.  Agricultural  operations  peculiar  to  each 
month ;  plowing,  sowing,  barlej'-'harvest,  vintage.  The  Jewish  years, 
measurement  of  time,  and  modes  of  reckoning.  Scripture  illustrations. 
Other  Jewish  trades  and  professions. 

X.  Arts  and  education.  "Writing  and  writing  materials.  Books 
and  letters.  Home  education.  Schools  of  the  prophets.  Jewish 
scribes  and  doctors.     Music,  musical  instruments,  and  singing. 

XL  Military  affairs.  The  encampment  in  the  wilderness.  The 
army  under  Joshua.  Ancient  levies  in  the  time  of  the  judges.  Arms 
and  armor.     Treatment  of  captives.     Condition  of  slaves  and  servants. 

XII.  Birth  of  children  among  the  Jews;  festivities.  Position  of 
women  at  different  periods.  Marriage  customs ;  betrothal ;  nuptial 
ceremonies.  Funeral  rites.  Modes  of  sepulture.  "  A  land  of  tombs." 
Conclusion. 

There  is  also  a  preparation  class  and  a  practice  or  model  class,  con- 
ducted by  competent  teachers.  Each  of  the  two  first-named  classes 
commenced  with  between  sixty  and  seventy  members.  And  they  had 
gone  on  improving.  As  man}^  as  two  hundred  teachers  have  been  in 
attendance. 

Somethhig  of  this  sort  might  be  established  in  everj^  city,  and  even 
in  every  town.  The  expenses  of  the  college  in  London  is  a  class-fee 
of  07ie  shilling  or  half-a-crown  per  scholar,  which  scholar  may  or  may 
not  be  a  teacher  affiliated  with  the  Union,  Those  who  are  affiliated 
pay  an  annual  subscription  to  the  Union. 

Similar  places  for  the  improvement  of  teachers  have  been  com- 
menced in  America  by  the  Methodist  Episcopal  Cliurch,  which  has 
nearly  a  million  of  scholars  under  its  care  in  that  great  country.  The 
plan  is  so  simple,  so  inexpensive,  and  calculated  to  be  so  useful,  that 
it  may  be  extended  over  all  the  towns  of  the  Christian  world.  The 
advantage  to  teachers  would  be  immense.  It  would  give  them  a 
greater  intelligence,  higher  culture,  and  better  adaptation.  The  ad- 
vantage to  scholars  would  be  correspondingly  great,  and  would  improve 


Appendix.  1 71) 

their  knowledge  of  Christian  truth,  their  abihty  to  read  the  Bible 
to  advantage,  and  also  to  think  on  holy  themes.  The  advantage  to 
the  whole  Church  would  be  great.  It  would  promote  a  higher  Chris- 
tian thought  and  life,  and  raise  up  a  nobler  race  to  be  witnesses  and 
workers  for  Christ  in  a  future  so  big  with  hope  and  so  brigh  twith  the 
promises  of  God. 

4.  Mr.  B.  D.  Pask,  of  London,  is  engaged  in  this  good  work.  He 
has  in  course  of  preparation  a  volume  entitled  "Introductory  Class 
Text-Book."  At  a  Conference  held  in  September,  1870,  at  Blooms- 
bury  Chapel,  London, 

"  Rev.  W.  Brock,  D.D.,  introduced  Mr.  Pask,  of  whom  he  spoke  in 
the  highest  terms  as  to  his  fitness  for  this  work,  and  said  that  if  he  did 
not  meet  with  sufficient  support  he  could  find  ample  work  for  him  in 
his  own  schools.  Mr.  Pask  gave  an  interesting  outline  of  the  course 
of  study  and  the  methods  adopted  in  the  Introductory  Class.  The 
accompanying  Programme  will  show  the  subjects  dealt  with.  In  the 
Sunday  Class  the  Courses  are  taken  on  alternate  Sundays,  and, 
together  with  'practice  days,'  last  about  twelve  months;  the  practice 
consisting  of  preparing  lessons,  illustrative  lessons,  etc.  The  object  in 
the  Biblical  Course  is  not  to  study  the  contents  of  the  Bible,  but  to  guide 
and  assist  in  such  a  private  study  as  will  be  helpful  to  Sunday-school 
teachers.  The  technical  course  will  aid  the  students  to  become  intel- 
ligent and  efficient  instructors  and  moral  trainers  of  the  young.  In  the 
Thursday  Class  the  Courses  are  taken  on  alternate  winters.  At  the 
close  each  student  returns  to  the  school  from  whence  he  or  she  came." 

Programme  of  Study. 

Biblical  Course. 

1. — Introduction.     Object  of  Class — Plan  of  Study. 

2. — Aims  of  a  Sunday-School  Teacher. 

3 — Requisites  for  Attainment  of  Aims. 

4. — The  Bible.     Its  Genuineness — The  English  Translation. 

5. —  "  Its  Authenticity  and  Authority. 

6. —  "  Its  Peculiarities  as  a  Revelation. 

7. —  "  Its  Interpretation — General  Rules. 

8. —  "  Its  Interpretation,  Allegories,  Parables,  Types,  and 

Symbols. 

9. —  "  Rules  for  Study  of  Doctrines  and  Precepts. 

10. —  *'  Rules  for  Study  of  Promises  and  Examples, 

11. —  '*  Rules  for  Inferential  Study — Drawing  Lessons. 


180      Sunday- School  Teachers'  Institute. 

12.— Chronological  Study,  including    History    and    Geography- 
Creation  to  Abraham. 
13. —  "  "         Abraliam  to  Moses. 

14. —  "  "        Moses  to  Solomon. 

]  5. —  "  "         Solomon  to  Captivity. 

16. —  "  "        Kesioration  to  Malachi. 

17. —  "  "         Malachi  to  Alexander  the  Great. 

18. —  "  "         Alexander  to  Herod  the  Great. 

19.—  "  "         Herod  to  End  of  New  Testament  History. 

20. —  "  "         Manners  and  Customs. 

Note.— As  a  Text-Book  for  this  Course,  Dr.  Angus's  "  Bible  Hand-Book  "  is  used. 

Technical  Course. 

1. — Mental  Nature.  First  Truths. 

2. —  "  Analysis  of. 

3. —  "  Order  of  Development. 

4. —  "  Ideas  and  Words. 

5. —  "  Attention. 

6. —  "  Memory. 

7. —  "  Judgment. 

8. — Art  of  Teaching,  Principles  of. 

9. —  "  Methods.     Object  Lesson  and  Ellipse. 

10. —  "  "  Pictorial. 

11. —  "  "  Illustrative. 

12. —  "  "  Interrogative. 

13. — Construction  of  Lessons.    General  Principles. 
14. —              '•  "  Special  Cases. 

15. — Moral  Nature.  First  Truths — Conscience. 

IG. —  "  Analysis  of 

17. —  "  Motives. 

18.—  "  The  Will. 

19. —  "  Principles  and  Methods  of  Moral  Training. 

20.—  "  The  Bible  as  a  Moral  Instrument. 

21. — Order. 

Note. — At  the  Sunday  Afternoon  Class  the  above  Courses  are  taken  alternate 
Sundays.  At  the  Thursday  Evening  Class  they  are  taken,  each  complete,  alternate 
winters.    The  Technical  Course  will  be  taken  for  the  ensuing  winter,  1870-71. 

In  a  note  to  the  author  of  this  volume  Mr.  Pask  says,  (August,  1871,) 

"  I  have  met  with  tolerable  success,  though  not  so  many  persona 

have  gone  through  tlie  Course  as  I  could  desire.     More  than  one 

hundred  young  men  and  women  have,  however,  been  under  my  care." 


Appendix.  181 

5.  In  -'Barnard's  American  Joiunal  of  Education/'  (18G:],)  in  a 
paper  entitled  '-Professional  Training  of  Teachers,"  we. find  recom- 
mended the  emploj'ment  of  ''Itinerating  Xormal  Agents  and  Organ- 
izers of  Schools  to  hold  Teachers'  Institntes,  to  act  as  Inspectors 
of  Schools,  assist  in  the  establishment  of  new  institutions  and  im- 
part life  and  efficiencj'-  to  schools  which  have  run  down  under 
inefficient  teachers,  and  bring  up  to  a  normal  standard  the  schools 
and  the  public  sentiment  of  particular  districts.  The  efforts  of  an 
indefatigable  Xorraal  Agent  like  William  S.  Baker,  so  highly  appre- 
ciated in  Connecticut  and  Rhode  Island,  or  a  School  Organizer  like 
those  sent  out  b}^  the  Commissioners  of  National  Education  in  Ire- 
land or  the  British  and  Eoreign  School  Society,  by  familiar  conver- 
sation with  teachers  and  practical  illustrations  in  their  school-rooms 
of  approved  methods  of  arranging  the  studies  and  conducting  schools, 
will  reach  more  widely  than  a  Normal  School." 

6.  From  the  same  valuable  work  we  quote  the  following  facts 
relative  to  the  historical  development  of  Normal  Schools  and  Teach- 
ers' Seminaries  in  the  world  of  secular  culture: 

"  The  first  school  specially  destined  for  educating  and  training 
teachers  in  the  principles  and  practice  of  their  profession  was  insti- 
tuted by  the  Abbe  de  La  Salle  while  Canon  of  the  (^athedal  at  Rheims 
in  1681,  and  was  perfected  into  the  Institute  of  the  Brotliers  of  tlie 
Christian  Schools  in  1684. 

"In  1679  Augustus  Herman  Frauke  founded,  in  connection  with 
his  Orphan-school  at  Halle,  a  teachers'  class,  composed  of  poor  students, 
who  assisted  him  certain  hours  in  the  day  in  his  schools  in  return 
for  their  board  and  instruction.  Out  of  these  he  selected  about  the 
year  1704,  twelve,  who  exhibited  the  right  basis  of  piety,  knowledge, 
and  aptness  to  teach,  and  constituted  them  his  'Seminarium  Precep- 
torium,'  or  Teachers'  Seminarj^ 

"  In  1735  the  first  regular  serainaiy  for  teachers  in  Prussia  was 
established  in  Pomerania,  and  the  second  at  Berlin  in  1748,  by  Hecker, 
a  pupil  of  Franke. 

''Normal  Scliools  were  introduced  into  Hanover  in  1757;  into 
Austria  in  1767;  hito  Switzerland  in  1805;  into  France  in  1808; 
into  Holland  in  1816;  into  Belgium  in  1843.  and  into  England  in 
1842. 


182     Sunday- School  Teachers'  Insiitute. 

"  The  earliest  suggestion  of  institutional  provision  for  the  specific 
preparation  of  teachere  in  the  United  States  which  we  have  met  with 
appeared  in  the  'Massachusetts  Magazine'  for  June,  1789,  in  an 
article  by  Elisha  Ticknor  advocating  the  establishment  of  county 
schools  in  order  to  fit  young  gentlemen  for  college  and  school-keeping. 

"In  1816  Denison  Olmsted,  in  his  Master's  Oration  in  the  com- 
mencement exercises  of  Yale  College,  (where  he  was  afterward  pro- 
fessor,) proposed  the  establishment,  by  the  State  of  Connecticut,  of  an 
academy  to  train  scJioolmasters  for  the  State  of  Connecticut. 

"  In  1823  Kev.  Samuel  Read  Hall  opened  a  select  school  at  Con- 
cord, Vermont,  in  which  he  advertised  to  give  a  course  of  instruction 
adapted  to  teachers." 


NATIONAL  CONVENTION  ANNOUNCED  FOR, 
APRIL,  1872. 

[to   be  held   at  INDIANAPOLIS.] 


GENEEAL  PEOGRAMME. 


A  preliminary  meeting  will  be  held  on  Tuesday 
evening,  April  16th,  for  greeting  and  praise. 

The  adjournment  to  be  with  the  session  of  Friday 
afternoon,  April  19th. 

The  general  topic  for  the  first  morning  session,  on 
Wednesday,  to  be. 

The  Field, 

Under  w^iich  head  the  reports  from  States  shall  be 
heard,  each  report  limited  to  five  minutes.  Reports 
from  national  Sunday-school  organizations  to  be  pre- 
sented in  writing  for  insertion  in  the  minutes,  but  not 
read  to  the  Convention.  Foreign  delegations  to  be 
received,  and  correspondence  to  be  read. 

Wednesday  afternoon,  a  separate  meeting  of  normal 
instructors  and  of  choristers  to  be  held,  as  also  a  gen- 
eral Convention  meeting. 

The  Seed. 

On  Wednesday  evening  the  general  topic  to  be 
"  The  Seed,  the  Word  of  God,"  especially  with  refer- 
ence to  a  national  uniformity  of  topics  for  Sunday- 


18-i     Sunday- School  Tkachers'  Institute. 

school  study.  The  first  address  in  favor  of  national 
nniformit}^,  the  second  opposed  to  it;  followed  hy 
live-niinute  speeches :  the  discussion  closed  by  the 
brother  who  opens  in  the  affirmative.  Opening  ad- 
dresses, thirty  minutes  each. 

The  Sowers. 

Thursday  morning  the  general  topic  to  be  "  The 
Sowers  of  the  Word,"  in  the  family,  the  sanctuary, 
and  the  school,  each  topic  opened  by  a  twenty-min- 
ute address,  and  each  followed  by  general  discnssion. 

On  Thursday  afternoon,  separate  meetings  to  be 
held  for  pastors,  for  superintendents,  and  for  officers 
of  State,  national,  or  foreign  organizations.  Also  a 
general  meeting. 

The  Sowing. 

Thursday  evening  the  topic  to  be  "  The  Sowing ; 
or.  Methods  of  Work."  Concerted  teaching  and  class 
teaching  each  to  be  considered  in  an  opening  address, 
and  followed  by  general  discussion. 

The  Harvest. 

On  Friday  morning  the  general  topic  to  be  "  The 
Harvest :  Results  of  Work." 

Friday  afternoon,  session  to  be  held  for  the  closing 
addresses. 

There  will  be  a  Sunday-School  Museum  in  an  apart- 
ment separate  from  that  in  which  the  Convention 
meets,  the  details  of  the  arrangements  to  be  left  to 
the  Local  Committee. 


INDEX 


Pagb 
Aim  of  Sunday-School 9 

Books,  Normal  Class  Text 146 

Certificates,  Sunday-Scbool  Normal  Class 141 

Church  Normal  Class 132 

Conventions,  Sunday-School 19 

Courses  of  Study.    59,  142,  174,  179 

Department,  Normal, 60,  137 

Diploma,  Sunday-School  Normal 141 

Institute,  History  of  Secular 181 

,  First  Sunday-School 63 

,  Constitution  of 57 

,  Local ., 56 

Institutes,  Public  School 20,  21,  181 

Institute,   Sunday-School   Defined , 22 

,  Exercises 23,  89 

International  Sunday-School  College 61 

Kidder,  Rev.  Dr 171 

London  Normal  Class 172 

London  Sunday-School  LTiu"on. 71 

Mis.sion  Sunday  School 9 

Mnemonic  Drills 89 

Model  Exercises 35 

National  Sunday-School  Convention 101,  1 82 

Normal  Agents 131 


18G  Index. 

Page 

Normal  Class,  Church , 132 

Normal  Department 60,  137 

Officers,  Sunday-School  Institute 114 

Pardee,  R.  G.,  Esq 73 

Pask,  Mr.  B.  D 179 

Preparation  Needed  by  Teachers 13 

for  an  Institute 109 

Programme,  Normal  Class 151 

,  Specimen 63 

,  Unity  in 45 

Secular  Education 11,  19 

Seminary  Normal  Class 61,  153 

Senior  Scholars 131 

Specimen  Exercises 35 

Steele,  Rev.  Robert 173 

Superintendents'  Institute 49 

Teachers'  Meetings 17,  129 

Teacher  of  Normal  Class 167 

,  Sunday-School  Needs  Preparation 10 

Theological  Seminary 60,  136 

Topics  for  Institutes 117 

Training  Teachers 32 

Union  Institutes 69 


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